The emergence and influence of group leaders in web-based collaborative writing: self-reported accounts of EFL learners
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F21%3A10409992" target="_blank" >RIV/00216208:11410/21:10409992 - isvavai.cz</a>
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=AwrWEpEb-f" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=AwrWEpEb-f</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/09588221.2019.1650781" target="_blank" >10.1080/09588221.2019.1650781</a>
Alternative languages
Result language
angličtina
Original language name
The emergence and influence of group leaders in web-based collaborative writing: self-reported accounts of EFL learners
Original language description
Web-based collaborative writing (CW) has been widely used in the field of English as a foreign language (EFL) during the last decade. Previous studies have mainly focused on how online platforms have facilitated the CW process for EFL learners, how web-based CW has shown progress in EFL learners' writing development, and how EFL learners in groups interact with one another during web-based CW. However, there are limited studies on web-based CW among Turkish EFL learners. The aim of this study was to analyse Turkish high school EFL learners' self-reported accounts of their writing process in English with the support of group leaders in a web-based CW activity. The key findings were that first, the groups found the need to elect a group leader to act as a facilitator for other group members, and that group members found their group leader's help in planning their writing tasks and corrective feedback useful for their learning; second, group leaders provided affective support during the writing activity, with group members reporting that praise and motivational phrases received from their group leaders increased their self-confidence and motivation towards writing in English. This study contributes to knowledge about improving high school EFL learners' writing through a web-based CW activity. The peer leadership approach is promising in supporting student's self-efficacy and self-regulation in learning and is easily applicable to teachers in other contexts who wish to promote writing activities outside of the classroom setting.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
<a href="/en/project/GA17-02993S" target="_blank" >GA17-02993S: Factors influencing the ICT skill self-assessments of upper-secondary school students</a><br>
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)
Others
Publication year
2021
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Computer Assisted Language Learning
ISSN
0958-8221
e-ISSN
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Volume of the periodical
34
Issue of the periodical within the volume
8
Country of publishing house
GB - UNITED KINGDOM
Number of pages
21
Pages from-to
1040-1060
UT code for WoS article
000481647500001
EID of the result in the Scopus database
2-s2.0-85071039200