Exploration of the Effect of Emotions in the Online Collaborative Writing

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Dades bibliogràfiques
Publicat a:	The Educational Review, USA vol. 9, no. 3 (2025), p. 373
Autor principal:	Zhang, Qun
Altres autors:	Sun, Kun, Kong, Yiming
Publicat:	Hill Publishing Group Inc
Matèries:	Qualitative research Students Language acquisition Writing processes Collaboration Academic writing Emotions Research methodology Second language writing Anxiety Second language learning Mixed methods research Writing Quantitative analysis Collaborative learning Negative emotions Frustration Emotional experiences Scholarship Positive emotions Semi Structured Interviews Positive Attitudes Questionnaires Language Research Academic Achievement Emotional Experience Interviews Cooperative Learning Decision Making Essays Psychological Patterns Collaborative Writing Electronic Learning Comparative Education Comparative Analysis Outcomes of Education Educational Environment Learner Engagement Low Achievement Junior High School Students English Learners
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Descripció
Resum:	In light of the paucity of research on academic emotions in web-based collaborative writing, this study endeavors to examine the influence of diverse academic emotions on the web-based collaborative writing process, with a particular focus on written products. Utilizing a mixed-methods approach that integrates questionnaire surveys, writing tasks, and semi-structured interviews, this study employs both quantitative and qualitative research methodologies. Professional software, including SPSS and Nvivo, was utilized to meticulously analyze students' academic emotions and collaborative writing products. The findings reveal that there are significant disparities in emotional fluctuations and contrasts in online collaborative writing environments. Moreover, distinct academic emotions exert differential impacts on collaborative written products. This study underscores the pivotal role of academic emotions in the collaborative writing process and offers substantial theoretical and empirical insights for the field of L2 writing research. The results suggest that positive emotions such as enjoyment and pride can enhance writing quality, while negative emotions like anxiety and frustration may impede the collaborative writing process. Future research should further explore the mechanisms through which academic emotions influence collaborative writing and develop strategics to foster positive emotional experiences in web-based collaborative writing contexts.
ISSN:	2575-7938 2575-7946
DOI:	10.26855/er.2025.03.015
Font:	Education Database