Young EFL learners and collaborative writing: A study on patterns of interaction, engagement in LREs, and task motivation

System ◽  
2020 ◽  
Vol 94 ◽  
pp. 102338
Author(s):  
Agurtzane Azkarai ◽  
Marta Kopinska
Keyword(s):  
Collaborative Writing ◽  
Efl Learners ◽  
Task Motivation ◽  
Patterns Of Interaction ◽  
And Task

scholarly journals The Effect of Writing Task and Task Conditions on Colombian EFL Learners’ Language Use

2015 ◽  
Vol 32 (2) ◽  
pp. 67 ◽  
Author(s):  
Kim McDonough ◽  
César García Fuentes
Keyword(s):  
Language Use ◽  
Collaborative Writing ◽  
Writing Pedagogy ◽  
Problem Solution ◽  
Task Condition ◽  
Efl Learners ◽  
Classroom Study ◽  
Task Conditions ◽  
Writing Task ◽  
And Task

This classroom study examines whether English L2 writers’ language use differs depending on the writing task (operationalized as paragraph type), and task con- ditions (operationalized as individual or collaborative writing). The texts written by English L2 university students in Colombia (N = 26) in response to problem/ solution and cause/effect writing tasks were compared in terms of analytic ratings, use of target grammatical clauses, and accuracy. Approximately half of the students wrote individually while the other half collaborated in pairs. Results indicated that the writing task was a significant factor, with cause/effect para- graphs rated higher and having more target clauses than the problem/solution paragraphs. Task condition was also a significant factor, with collaborative texts more accurate than individual texts. Implications for L2 writing pedagogy are highlighted. Cette étude s’est déroulée dans une salle de classe et a examiné dans quelle mesure l’utilisation de la langue par des étudiants d’ALS varie selon la tâche d’écri- ture (types de paragraphe) et les conditions de la tâche (travail individuel ou en groupe). Des étudiants d’ALS dans une université en Colombie (N=26) ont rédigé des textes cause-effet et problème-solution. Nous avons comparé leurs textes en fonction d’éléments analytiques, de l’emploi de propositions grammaticales ciblées et de l’exactitude. Environ la moitié des étudiants ont écrit de façon individuelle; les autres ont rédigé en groupe. Les résultats indiquent que la tâche d’écriture constitue un facteur significatif, les paragraphes cause-effet ayant reçu de meil- leures évaluations et comportant plus de propositions ciblées que les paragraphes problème-solution. Les conditions de la tâche se sont aussi avérées être un facteur significatif, les textes collaboratifs étant plus précis que les textes écrits individuel- lement. Les implications pour l’enseignement de l’écriture en L2 sont exposées. 

scholarly journals Are EFL Writers Motivated or Demotivated by Model Texts and Task Repetition? Evidence from Young Collaborative Writers

2021 ◽  
Vol 21 (2) ◽  
pp. 29-55
Author(s):  
Amparo Lázaro-Ibarrola ◽  
Izaskun Villarreal
Keyword(s):  
Collaborative Writing ◽  
Task Repetition ◽  
Model Group ◽  
Comprehensive Understanding ◽  
Task Motivation ◽  
Multi Stage ◽  
Working Together ◽  
Adults And Children ◽  
Model Texts ◽  
And Task

Studies on multi-stage writing tasks with adults and children have shown that model texts and task repetition aid language acquisition, especially when learners work in collaboration. However, these studies have not included measures of task motivation, which is vital in young learners (YLs) and could help develop a more comprehensive understanding of task effectiveness. The present study analyses task motivation in 24 EFL YLs writing in pairs during three sessions divided into a model group (MG) and a task repetition group (TRG). Results show that students’ task motivation is high in general but declines in the MG while it is maintained in the TRG. As for the motives, working together is the main reason students give to justify their positive scores. These results complete previous knowledge about models and TR, reinforce the value of collaborative writing and encourage the inclusion of motivation measures in task-based research.  

scholarly journals Effect of Collaborative Writing Combined with Blog Online Learning on Indonesian EFL Learners’ Writing Skill across Motivation

2021 ◽  
Vol 2 (1) ◽  
pp. 87-98
Author(s):  
Rizki Anugrah Putri Rahayu
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Collaborative Writing ◽  
Efl Learners ◽  
Quantitative Data Analysis ◽  
Writing Skill ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Different Levels

Abstract:   This study aims to investigate collaborative writing combined with blog online learning on the writing skill of Indonesian English foreign language (EFL) learners’ across their motivation. This research included a quasi experimental with the comparative time series. A quasi experimental study was employed by involving 61 learners of Senior High School. This research applied in into two groups: experimental and control. The treatment was conducted at 7 sessions, including the pre-test and post-test. The scores of pre-test and post-test in writing were used as a base of quantitative data analysis whereas the learners’ responses to motivation questionnaire were used to categorize their motivation. The result revealed that the collaborative writing combined with blog online learning on the writing was effective to enhance the learners’ writing skill. In addition, to apply the combination of collaborative writing and online blog learning, teacher should not worry about different levels of motivation among students where the students were motivated to use language.  

scholarly journals Online Collaborative Writing via Google Docs: Case Studies in the EFL Classroom

2021 ◽  
Vol 12 (6) ◽  
pp. 922-934
Author(s):  
Nakhon Kitjaroonchai ◽  
Suksan Suppasetseree
Keyword(s):  
Small Group ◽  
Qualitative Content Analysis ◽  
Collaborative Writing ◽  
Interaction Patterns ◽  
Structured Interviews ◽  
Google Docs ◽  
Efl Learners ◽  
Language Functions ◽  
Factors Influencing

This article reported a case study investigating small group interaction patterns in online collaborative writing tasks and factors influencing team collaborations. Participants included six Asian EFL university students who formed two small groups and were engaged in two online collaborative writing tasks via Google Docs. Data collection included the participants’ use of writing change functions and language functions during the collaborative writing processes revealed through Google Docs archives and collaborative essays. Semi-structured interviews were employed to examine factors influencing small group collaborations. The findings revealed that the two teams exhibited divergent interaction patterns, but the patterns of interaction remained consistent within each group across both tasks. The qualitative content analysis showed factors that affected team collaborations were individual goals, learners’ English proficiency, individual roles, and the use of collaborative agency. The findings may help elucidate the divergence of online collaborative writing and provide insightful information for instructors to design collaborative writing activities and assist EFL learners in the co-construction of writing tasks.

Moral Intensity, Perceived Impacts, and Task Motivation: Evidence From Volunteers

2021 ◽  
pp. 000765032110530
Author(s):  
Akwasi Opoku-Dakwa
Keyword(s):  
Design Theory ◽  
Social Issues ◽  
Moral Intensity ◽  
Work Design ◽  
Psychological Mechanisms ◽  
Task Motivation ◽  
Work Tasks ◽  
Community Impacts ◽  
Perceived Impacts ◽  
And Task

Although work tasks often address substantive social issues, the effects of issue characteristics on task motivation are little understood. This study explores this topic by examining how the moral characteristics of an issue (moral intensity) affect motivation in tasks intended to address the issue (task motivation). Adopting the lens of work design theory, I hypothesize that moral intensity increases task motivation through the mediation of perceived task impacts on the community (perceived community impacts), and that this effect will occur after controlling for the effects of perceived task impact on the worker and their organization. In two studies in the context of volunteering I find that, rather than acting in parallel with other task impacts, the effect of moral intensity through perceived community impacts is fully mediated by perceived organization and self impacts in a three-stage mediation. These findings demonstrate the potential relevance of issue characteristics such as moral intensity to work design theory and shed new light on the psychological mechanisms through which perceived prosocial impacts promote task motivation. I discuss implications for research and practice.

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