Chapter 11. Investigating the relationship between peer interaction and writing processes in computer-supported collaborative L2 writing

2020 ◽  
pp. 255-280
Author(s):  
Laura Stiefenhöfer ◽  
Marije C. Michel
Keyword(s):  
Peer Interaction ◽  
L2 Writing ◽  
Writing Processes ◽  
The Relationship

Intra- en Intertalige Transfer Van Schrijfvaardig-Heidsonderwijs

1991 ◽  
Vol 40 ◽  
pp. 9-22
Author(s):  
Gert Rijlaarsdam
Keyword(s):  
L2 Writing ◽  
The Other ◽  
Teaching Writing ◽  
Writing Processes ◽  
Text Quality ◽  
Cognitive Activities ◽  
The Relationship ◽  
Writing Curricula

The results of two studies on writing processes are discussed. One study is about the relationship between cognitive activities and text quality in L1, the other on the relationship between Ll-writing profiency and cognitive activities during L2-writing tasks. It is argued that writing tasks in L2 should be more than mere formulating tasks and that both in L1 and in L2 teaching writing curricula should be organized around cognitive and meta-cognitive activities as generating, organizing, monitoring and evaluating in order to, reach intralingual and interlingual transfer of those activities.

scholarly journals Perfectionism and Writing Performance of Chinese EFL College Learners

2020 ◽  
Vol 13 (8) ◽  
pp. 35
Author(s):  
Lijing Lin
Keyword(s):  
Negative Relationship ◽  
L2 Writing ◽  
Parental Criticism ◽  
Linguistic Complexity ◽  
Personal Standards ◽  
Writing Performance ◽  
Significant Negative Relationship ◽  
College Learners ◽  
L2 Learning ◽  
The Relationship

In the second language acquisition domain, researchers have devoted tremendous efforts to studying the relationship between L2 learning and some socio-affective factors, such as anxiety, motivation, etc. However, little research has been done to examine whether and how perfectionism, a psychological trait, affects L2 learning and L2 performance. The present study aims to fill this gap and investigate the relationship between the level of perfectionism and L2 performance among Chinese EFL college learners. Two specific questions are raised: (1) What is the relationship between perfectionism and L2 writing performance in terms of linguistic complexity, accuracy, and fluency? (2) What is the relationship between the six dimensions of perfectionism (Concern over Mistakes, Personal Standards, Parental Expectations, Parental Criticism, Doubts about Actions, Organization) and L2 writing performance in terms of linguistic complexity, accuracy, and fluency? To answer these questions, forty second-year students from Guangdong University of Foreign Studies majoring in English participated in the present study. The participants were required to compose a piece of English argumentative writing on the online system and then complete a 35-item Multidimensional Perfectionism Scale online immediately. The collected data were then processed and analyzed through SPSS (v. 17). The results of the analysis revealed that: (1) one of the measures of syntactic complexity has a significant negative relationship with perfectionism; (2) Personal Standards, one of the six dimensions of perfectionism, has a significant negative relationship with the participants’ L2 writing performance; (3) both Parental Expectations and Parental Criticism are found negatively correlated with the fluency aspect of the writing performance and the relationships have a significant effect. The implications of the findings are suggested for pedagogy and L2 learning.

Online Geoscience

2008 ◽  
pp. 242-264
Author(s):  
Kevin F. Downing ◽  
Jennifer K. Holtz
Keyword(s):  
Practical Work ◽  
Geoscience Education ◽  
Science Museums ◽  
Virtual Laboratories ◽  
Systematic Improvement ◽  
Recent Trends ◽  
Design Requirements ◽  
Relationship Of ◽  
The Relationship

Complimenting the geoscience examples reviewed in the Online Science Strategies section of this book, our focus in Chapter 11 is to present a more discipline-centered review of representative published examples from the geosciences. Our review takes account of courses, virtual fieldtrips, virtual laboratories, collaboration, virtual science museums and the relationship of the emerging cyberinfrastructure to the geosciences. Our goal is to provide the reader with a diversity of models and resources to consider in the development of new online or blended geoscience courses or to support the systematic improvement of existing ones. Additionally, our impetus here is to highlight the particular design requirements to achieve learning outcomes in an online science course, such as the design of practical work. Our discussion begins with a review of recent trends in undergraduate geoscience education.

L2 Writing Processes of Language Learners IN INDIVIDUAL AND COLLABORATIVE WRITING CONDITIONS

2021 ◽  
pp. 67-80
Author(s):  
Marije Michel ◽  
Laura Stiefenhöfer ◽  
Marjolijn Verspoor ◽  
Rosa M. Manchón
Keyword(s):  
Language Learners ◽  
Collaborative Writing ◽  
L2 Writing ◽  
Writing Processes

Greek Settlements and Karst Phenomena: Corinth and Syracuse

1993 ◽  
Author(s):  
Dora P. Crouch
Keyword(s):  
Water System ◽  
Field Work ◽  
Karst Water ◽  
Ancient Greek ◽  
Greek City ◽  
The Road ◽  
Aegean Islands ◽  
Karst Waters ◽  
The Relationship

To get a sense of the relationship between karst geology and Greek settlement, we will look at examples from the Greek mainland, the islands of the Aegean, and Sicily. There is no attempt here to be comprehensive, as the necessary field work has not been done to make that possible, but rather these examples are selected to suggest the way that karst water potential played an important role in site selection and development. The major examples selected are Athens and Corinth for mainland Greece, Rhodes for the Aegean Islands, Assos and Priene for Ionia, and Syracuse and Akragas for Sicily. Other places will be cited briefly if the details from those sites are particularly illuminating. Karst phenomena, as we have seen, are found throughout the Greek world. Since Athens is perhaps the best documented Greek city, and has in addition a phenomenal karst system as its monumental focus, it receives here a section of its own, Chapter 18, The Well-Watered Acropolis. In Chapter 11, Planning Water Management, we discuss Corinth’s water system in comparison with that of her daughter city Syracuse. Here, however, we will consider the aspects of water at Corinth that derive from the karst geology of the area. This city is an excellent example of the adaptation of urban requirements to karst terrane, the siting of an ancient Greek city to take advantage of this natural resource. Ancient Corinth was built on gradually sloping terraces below the isolated protuberance of Acrocorinth, which acts as a reservoir, with the flow of waters through it resulting in springs (Fig. 8.1). That karst waters are to be found in perched nappes even at high altitudes accounts for the spring of Upper Peirene not far below the summit of Acrocorinth, as well as the two fountains half-way down the road from its citadel, and the fountain called Hadji Mustapha, at the immediate foot of the citadel (as reported by the late seventeenth century traveler, E. Celebi, cited in Mackay, 1967, 193–95.) The aquifers also supply the aqueduct (probably ancient) from Penteskouphia southwest of Acrocorinth.

What factors shape the collaborative pattern of group interaction during peer feedback in the L2 writing classroom?

2015 ◽  
Vol 28 (2) ◽  
pp. 618-640 ◽  
Author(s):  
Shulin Yu
Keyword(s):  
Small Group ◽  
Group Work ◽  
Peer Interaction ◽  
Group Interaction ◽  
Peer Feedback ◽  
Research Literature ◽  
L2 Writing ◽  
Power Relationship ◽  
Small Group Work ◽  
L2 Learning

While research on peer interaction in language learning has proliferated over the past two decades, little is known regarding why students interact differently with their peers and how collaborative patterns can be developed to promote the effectiveness of small group work in L2 learning. To fill such a void in the research literature, the present case study investigates the factors that shape the collaborative pattern of a small group of Chinese EFL learners in peer feedback activities. Multiple sources of data were collected, including video recordings of peer feedback sessions, semi-structured interviews, stimulated recalls, and student drafts of writing. The findings show that students’ beliefs and values, students’ motives and goals, the use of mediating artifacts, and the power relationship among the students shape the patterns of group interaction considerably. This study deepens our understanding of the nature of peer interaction in peer feedback for L2 writing and contributes new knowledge to the research on pair and small group work in L2 learning.

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