The emergence and influence of group leaders in web-based collaborative writing: self-reported accounts of EFL learners

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

The emergence and influence of group leaders in web-based collaborative writing: self-reported accounts of EFL learners

Popis výsledku v původním jazyce

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&apos; 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&apos; 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&apos;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&apos; writing through a web-based CW activity. The peer leadership approach is promising in supporting student&apos;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.

Název v anglickém jazyce

The emergence and influence of group leaders in web-based collaborative writing: self-reported accounts of EFL learners

Popis výsledku anglicky

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&apos; 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&apos; 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&apos;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&apos; writing through a web-based CW activity. The peer leadership approach is promising in supporting student&apos;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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA17-02993S" target="_blank" >GA17-02993S: Faktory ovlivňující sebehodnocení ICT dovedností studentů středních škol</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Computer Assisted Language Learning

ISSN

0958-8221

e-ISSN

—

Svazek periodika

34

Číslo periodika v rámci svazku

8

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

21

Strana od-do

1040-1060

Kód UT WoS článku

000481647500001

EID výsledku v databázi Scopus

2-s2.0-85071039200