Interactive Methods Used in Collaborative Writing in the Online ESL Classroom
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| Title: | Interactive Methods Used in Collaborative Writing in the Online ESL Classroom |
|---|---|
| Language: | English |
| Authors: | Chojczak, Diana, Starford, Ashley |
| Source: | English Australia Journal. 2023 39(2):5-26. |
| Availability: | English Australia Ltd. Level 3, 162 Goulburn Street, Surry Hills, NSW 2010, Australia. Tel: 61-2-9264-4700; e-mail: easec@englishaustralia.com.au; Web site: https://www.englishaustralia.com.au/professional-development/journal |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education |
| Descriptors: | Teaching Methods, Interaction, Collaborative Writing, Online Courses, English (Second Language), Second Language Learning, COVID-19, Pandemics, Intensive Language Courses, Adult Students, English for Academic Purposes |
| ISSN: | 1444-4496 2202-6169 |
| Abstract: | The last few years have amplified the use of digital technology in the second language (L2) classroom due to the emergence of COVID-19. Students were forced to study online, and, as a result, changing the interaction among students became crucial. While most English Language Intensive Courses for Overseas Students (ELICOS) classrooms have since returned to face-to-face delivery, many providers are now considering the potential benefits of online learning and the strategies that make the platform and classroom interaction effective. One method of facilitating online interaction is collaborative writing (i.e., co-writing). Co-writing refers to two or more individuals producing work and contributing to a task together. While not a new phenomenon in face-to-face settings, this research project closely investigates the methods that students use to interact while completing co-writing tasks in an online environment and the impact these may have on L2 learning. The data, taken over five weeks, was collected from 15 adult English for Academic Purposes students in an online ELICOS classroom. Results showed areas of improvement in co-writing and a perception among students that co-writing was helpful. The paper aims to contribute to greater understanding and improved co-writing delivery and practice for ESL students and practitioners. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1403410 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1403410 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Interactive Methods Used in Collaborative Writing in the Online ESL Classroom – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Chojczak%2C+Diana%22">Chojczak, Diana</searchLink><br /><searchLink fieldCode="AR" term="%22Starford%2C+Ashley%22">Starford, Ashley</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22English+Australia+Journal%22"><i>English Australia Journal</i></searchLink>. 2023 39(2):5-26. – Name: Avail Label: Availability Group: Avail Data: English Australia Ltd. Level 3, 162 Goulburn Street, Surry Hills, NSW 2010, Australia. Tel: 61-2-9264-4700; e-mail: easec@englishaustralia.com.au; Web site: https://www.englishaustralia.com.au/professional-development/journal – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 22 – Name: DatePubCY Label: Publication Date Group: Date Data: 2023 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Collaborative+Writing%22">Collaborative Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Intensive+Language+Courses%22">Intensive Language Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Students%22">Adult Students</searchLink><br /><searchLink fieldCode="DE" term="%22English+for+Academic+Purposes%22">English for Academic Purposes</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1444-4496<br />2202-6169 – Name: Abstract Label: Abstract Group: Ab Data: The last few years have amplified the use of digital technology in the second language (L2) classroom due to the emergence of COVID-19. Students were forced to study online, and, as a result, changing the interaction among students became crucial. While most English Language Intensive Courses for Overseas Students (ELICOS) classrooms have since returned to face-to-face delivery, many providers are now considering the potential benefits of online learning and the strategies that make the platform and classroom interaction effective. One method of facilitating online interaction is collaborative writing (i.e., co-writing). Co-writing refers to two or more individuals producing work and contributing to a task together. While not a new phenomenon in face-to-face settings, this research project closely investigates the methods that students use to interact while completing co-writing tasks in an online environment and the impact these may have on L2 learning. The data, taken over five weeks, was collected from 15 adult English for Academic Purposes students in an online ELICOS classroom. Results showed areas of improvement in co-writing and a perception among students that co-writing was helpful. The paper aims to contribute to greater understanding and improved co-writing delivery and practice for ESL students and practitioners. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2023 – Name: AN Label: Accession Number Group: ID Data: EJ1403410 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1403410 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 5 Subjects: – SubjectFull: Teaching Methods Type: general – SubjectFull: Interaction Type: general – SubjectFull: Collaborative Writing Type: general – SubjectFull: Online Courses Type: general – SubjectFull: English (Second Language) Type: general – SubjectFull: Second Language Learning Type: general – SubjectFull: COVID-19 Type: general – SubjectFull: Pandemics Type: general – SubjectFull: Intensive Language Courses Type: general – SubjectFull: Adult Students Type: general – SubjectFull: English for Academic Purposes Type: general Titles: – TitleFull: Interactive Methods Used in Collaborative Writing in the Online ESL Classroom Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chojczak, Diana – PersonEntity: Name: NameFull: Starford, Ashley IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 1444-4496 – Type: issn-electronic Value: 2202-6169 Numbering: – Type: volume Value: 39 – Type: issue Value: 2 Titles: – TitleFull: English Australia Journal Type: main |
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