Comparing Face-to-Face and Computer-Mediated Collaboration When Teaching EFL Writing Skills

Autor/inn/en	Jiang, Dayu; Kalyuga, Slava; Sweller, John
Titel	Comparing Face-to-Face and Computer-Mediated Collaboration When Teaching EFL Writing Skills
Quelle	In: Educational Psychology, 41 (2021) 1, S.5-24 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jiang, Dayu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2020.1785399
Schlagwörter	Computer Mediated Communication; English (Second Language); Second Language Instruction; Writing Instruction; Cooperative Learning; Cognitive Processes; Difficulty Level; Instructional Effectiveness; Writing Skills; Attention; College Students; Foreign Countries; Language Tests; Second Language Learning; Educational Psychology; China; International English Language Testing System + Suchen Sie Ihr Suchwort? Computerkonferenz; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schreibunterricht; Kooperatives Lernen; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Unterrichtserfolg; Writing skill; Schreibfertigkeit; Aufmerksamkeit; Collegestudent; Ausland; Language test; Sprachtest; Zweitsprachenerwerb; Erziehungspsychologie; Pädagogische Psychologie; Language tests; Englisch
Abstract	Face-to-face and computer-mediated collaboration have been used extensively in educational practice. However, research on teaching writing skills for English as a foreign language under collaborative conditions has reported mixed or even negative findings. Cognitive load theory can be used to explain many of these contradictory findings. An experiment (n = 60) was conducted to compare the effectiveness of face-to-face and computer-mediated collaborative conditions in fostering learners' acquisition of writing skills. The results indicated that the face-to-face instructional condition benefitted learners' development of writing skills more than the computer-mediated communication condition. Evolutionary educational psychology with its distinction between evolutionary primary and secondary skills was used to explain these results. It was suggested that since we have evolved to collaborate in face-to-face contexts, the associated primary skills could be used to leverage the acquisition of the secondary skills required during foreign language writing. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01