Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/145500
Title: Learner interactions in face-to-face collaborative writing with the support of online resources
Authors: Hsieh, Yi-Chin 
Keywords: Humanities::Language::Linguistics
Issue Date: 2019
Source: Hsieh, Y.-C. (2019). Learner interactions in face-to-face collaborative writing with the support of online resources. ReCALL, 32(1), 85–105. doi:10.1017/s0958344019000120
Journal: ReCALL
Abstract: This study explores interactions among language learners with the support of online resources in a collaborative writing task and how online resources assisted collaborating learners in the meaning-making process. The study was conducted in the freshman English course at a national university in Taiwan. Fifty-six students constructed an essay in pairs firstly without the support of online resources, and subsequently constructed another essay with the support of online resources. Each pair’s interactional patterns and dynamics of peer scaffolding across the two settings were examined. The findings show that the availability of online resources fosters a variety of interaction characteristics among learners with varied collaboration orientation. Results also suggest that learners’ collaboration predisposition at the onset plays a critical role in influencing the way they used online resources to support their interaction. This study thus suggests that learners’ collaborative patterns and their use of online resources have mutual impact, which may inform teachers seeking to integrate online resources to enhance their students’ collaborative learning.
URI: https://hdl.handle.net/10356/145500
ISSN: 0958-3440
DOI: 10.1017/S0958344019000120
Rights: © 2019 European Association for Computer Assisted Language Learning. All rights reserved. This paper was published in ReCALL and is made available with permission of European Association for Computer Assisted Language Learning.
Fulltext Permission: open
Fulltext Availability: With Fulltext
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