東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The Impact of Collaborative Writing ...

Chuang, Yen-Ching.

FindBook

Google Book

Amazon

博客來

The Impact of Collaborative Writing on L2 Writing Development and L2 Learning In the EFL College Context.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Impact of Collaborative Writing on L2 Writing Development and L2 Learning In the EFL College Context./
作者:	Chuang, Yen-Ching.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	244 p.
附註:	Source: Dissertations Abstracts International, Volume: 79-12, Section: A.
Contained By:	Dissertations Abstracts International79-12A.
標題:	English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10812895
ISBN:	9780355968255

The Impact of Collaborative Writing on L2 Writing Development and L2 Learning In the EFL College Context.
Chuang, Yen-Ching.

The Impact of Collaborative Writing on L2 Writing Development and L2 Learning In the EFL College Context. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 244 p.

Source: Dissertations Abstracts International, Volume: 79-12, Section: A.

Thesis (Ph.D.)--Fordham University, 2018.

This item must not be added to any third party search indexes.

This classroom-based study explored the processes of how EFL college students constructed meaning and ultimately composed their writing in small groups, and investigated how students' engagement in collaborative writing activities influenced the quality of their individually and jointly written texts. This study used Flower and Hayes' cognitive theory of writing, Swain's output hypothesis, and Vygotsky's sociocultural theory of learning. Six English-major freshmen at a Taiwanese university and whose English proficiency level was high-intermediate, participated in the study. Multiple sources of data were collected, including audio- and video-recorded students' discussion during collaborative writing activities, group stimulated recall interview, observation notes, pre- and post-task individual writing, collaboratively written texts, pre- and post-task questionnaire, and others. The findings were (a) writing was a recursive and flexible process, with students using different strategies including planning, exercising different roles, focusing on language, using L1, back-translation, audience awareness, and revising; (b) collaborative writing showed a positive impact on the overall performance in both groups; (c) all six participants achieved higher scores on the individual Post-task Writing than on the individual Pre-task Writing; and (d) the collaborative process showed a positive impact on fluency and complexity, although a negligible impact on accuracy. This research study finds support for the sociocultural theory, helps expand the construct of group zone of proximal development, confirms the significant role of languaging, and encourages EFL writing teachers and students to approach the writing process as recursive. This study supports that collaboration with peers promotes planning. In order to optimize learning and to create a positive classroom environment, teachers are encouraged to set clear expectations about when and how L1 may be used to advance L2 collaborative writing activities.

ISBN: 9780355968255Subjects--Topical Terms:

3423938
English as a Second Language.

The Impact of Collaborative Writing on L2 Writing Development and L2 Learning In the EFL College Context.
LDR:03203nmm a2200337 4500 001 2205696
005 20190828135848.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780355968255
035 $a (MiAaPQ)AAI10812895
035 $a (MiAaPQ)fordham:11143
035 $a AAI10812895
040 $a MiAaPQ $c MiAaPQ
100 1 $a Chuang, Yen-Ching. $3 3432565
245 1 4 $a The Impact of Collaborative Writing on L2 Writing Development and L2 Learning In the EFL College Context.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 244 p.
500 $a Source: Dissertations Abstracts International, Volume: 79-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Turner, Kristen.
502 $a Thesis (Ph.D.)--Fordham University, 2018.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a This classroom-based study explored the processes of how EFL college students constructed meaning and ultimately composed their writing in small groups, and investigated how students' engagement in collaborative writing activities influenced the quality of their individually and jointly written texts. This study used Flower and Hayes' cognitive theory of writing, Swain's output hypothesis, and Vygotsky's sociocultural theory of learning. Six English-major freshmen at a Taiwanese university and whose English proficiency level was high-intermediate, participated in the study. Multiple sources of data were collected, including audio- and video-recorded students' discussion during collaborative writing activities, group stimulated recall interview, observation notes, pre- and post-task individual writing, collaboratively written texts, pre- and post-task questionnaire, and others. The findings were (a) writing was a recursive and flexible process, with students using different strategies including planning, exercising different roles, focusing on language, using L1, back-translation, audience awareness, and revising; (b) collaborative writing showed a positive impact on the overall performance in both groups; (c) all six participants achieved higher scores on the individual Post-task Writing than on the individual Pre-task Writing; and (d) the collaborative process showed a positive impact on fluency and complexity, although a negligible impact on accuracy. This research study finds support for the sociocultural theory, helps expand the construct of group zone of proximal development, confirms the significant role of languaging, and encourages EFL writing teachers and students to approach the writing process as recursive. This study supports that collaboration with peers promotes planning. In order to optimize learning and to create a positive classroom environment, teachers are encouraged to set clear expectations about when and how L1 may be used to advance L2 collaborative writing activities.
590 $a School code: 0072.
650 4 $a English as a Second Language. $3 3423938
650 4 $a Foreign language education. $3 3172512
690 $a 0441
690 $a 0444
710 2 $a Fordham University. $b Curriculum and Teaching. $3 3285757
773 0 $t Dissertations Abstracts International $g 79-12A.
790 $a 0072
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10812895