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Indonesian English-as-A-Foreign-Lang...

Rezeki, Yanti Sri.

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Indonesian English-as-A-Foreign-Language (EFL) Learners' Experiences in Collaborative Writing.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Indonesian English-as-A-Foreign-Language (EFL) Learners' Experiences in Collaborative Writing./
作者:	Rezeki, Yanti Sri.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	294 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
Contained By:	Dissertation Abstracts International77-10A(E).
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10109879
ISBN:	9781339731483

Indonesian English-as-A-Foreign-Language (EFL) Learners' Experiences in Collaborative Writing.
Rezeki, Yanti Sri.

Indonesian English-as-A-Foreign-Language (EFL) Learners' Experiences in Collaborative Writing. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 294 p.

Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.

Thesis (Ph.D.)--University of Rochester, 2016.

This item is not available from ProQuest Dissertations & Theses.

Collaborative writing has been claimed to offer potential benefits for language learners in that it affords them wide opportunities to learn by using the language. Nevertheless, research exploring the ways in which learners understand and experience collaborative writing is still scant, especially in the English as a foreign language (EFL) context. The present study aims at filling this gap. Specifically, it explores Indonesian EFL undergraduate students' experiences in collaborative writing and the ways they make meaning out of these experiences in a qualitative case study using a theoretical framework of sociocultural theory (SCT) and writing as social practice theory. It focuses on four students and the instructor of an essay writing class. Data for the study were collected through individual interviews, participant observations, and document collection, and analyzed by using grounded theory methods.

ISBN: 9781339731483Subjects--Topical Terms:

641065
Higher education.

Indonesian English-as-A-Foreign-Language (EFL) Learners' Experiences in Collaborative Writing.
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500 $a Source: Dissertation Abstracts International, Volume: 77-10(E), Section: A.
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506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a Collaborative writing has been claimed to offer potential benefits for language learners in that it affords them wide opportunities to learn by using the language. Nevertheless, research exploring the ways in which learners understand and experience collaborative writing is still scant, especially in the English as a foreign language (EFL) context. The present study aims at filling this gap. Specifically, it explores Indonesian EFL undergraduate students' experiences in collaborative writing and the ways they make meaning out of these experiences in a qualitative case study using a theoretical framework of sociocultural theory (SCT) and writing as social practice theory. It focuses on four students and the instructor of an essay writing class. Data for the study were collected through individual interviews, participant observations, and document collection, and analyzed by using grounded theory methods.
520 $a This study provided rich insights into EFL students' understanding and meaning making of their collaborative writing experiences. Specifically, it showed that collaborative writing afforded learners opportunities to learn English and to write in English through social interactions. Additionally, it revealed the difficulties learners encountered when writing collaboratively and the affordances of learning social values and skills while writing with their peers. Finally, the study provided evidence of the influencing factors of collaborative writing, including types of peers, affect/emotions, power dynamics, Indonesian social and cultural norms and values, prior knowledge of English, and experiences with various literacy practices in specific community of practice.
520 $a This study shed lights onto the growing body of L2 collaborative writing literature and research. It expanded methods and theories that could be used to study collaborative writing and the ways it could be better implemented in EFL language classrooms.
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