How Online Collaborative Writing Affects English Language Learning (ELL) Students' Writing Processes

Autor/in	Lin, Show Mei
Titel	How Online Collaborative Writing Affects English Language Learning (ELL) Students' Writing Processes
Quelle	In: College Student Journal, 56 (2022) 3, S.268-280 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0146-3934
Schlagwörter	English Language Learners; Journal Writing; Computer Assisted Instruction; Writing Processes; Student Attitudes; Self Esteem; Anxiety; Feedback (Response); Critical Thinking; Writing Evaluation; Creativity; Technology Uses in Education; Writing Instruction; Second Language Learning; Second Language Instruction; Collaborative Writing + Suchen Sie Ihr Suchwort? Zeitschriftenaufsatz; Computer based training; Computerunterstützter Unterricht; Schülerverhalten; Self-esteem; Selbstaufmerksamkeit; Angst; Kritisches Denken; Kreativität; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schreibunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht
Abstract	The purpose of this study was to explore how online writing technology affects ELL students' writing processes from the perceptions of twelve ELL students. To answer this question, the quantity of participation, interviews, and refection journal analysis were used to gather information. The findings indicated that there were advantages (including reduced anxiety, more confidence, multiple perspectives, critical thinking, and writing in American writing convention) and disadvantages (including conflicting feedback, longer time for revising, harder revision, and lack of creativity and flexibility) about using online writing technology during writing processes. In addition, the study discussed some implications for ELL writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01