Computer-Supported Collective English Writing Tasks for Learners with Different Cognitive Styles.

Autor/inn/en	Wang, Pei-Ling; Lee, Hsiao-Chien
Titel	Computer-Supported Collective English Writing Tasks for Learners with Different Cognitive Styles.
Quelle	In: Electronic journal of foreign language teaching, 11 (2014) Supplement 1, S. 207-222 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Tabellen 9
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0219-9874
Schlagwörter	Empirische Forschung; Kognition; Lernen; Computerunterstützter Unterricht; Fremdsprachenunterricht; Englischunterricht; Schreiben; Kollaboration
Abstract	Previous studies have shown that field independent (FI) learners dislike collaborative activities, while field dependent (FD) learners prefer to work with others. In addition, FI learners prefer an online learning envi-ronment, while FD learners feel disoriented in cyberspace. As research on computer-supported collaborative learning seldom investigates learners with different cognitive styles, it is worth examining how FI and FD learners perceive the learning experience when collaborative activities are implemented in an online learning environment. Thus, to fill the gap in the existing literature, 29 FI and 32 FD students at two universities participated in this study, and were requested to provide online peer feedback inside dyads and create a group e-book. Instruments included questionnaires and the Group Embedded Figure Test. The researchers used descriptive statistics, t-tests, and the constant analysis method to analyze the data. The results of the peer feedback activity showed that, for the FI students, the task of collaborating with four to five members to create a group e-book was more challenging than cooperating with just one group member. Even for FD students, using unfamiliar technological tools to interact with unfamiliar students could still be rather awkward, especially when the communication was asynchronous. Some pedagogical implications are provided to conclude this study. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2