Literaturnachweis - Detailanzeige
| Autor/in | Hsu, Hsiu-Chen |
|---|---|
| Titel | The impact of task complexity on patterns of interaction during web-based asynchronous collaborative writing tasks. |
| Quelle | In: System : an international journal of educational technology and applied linguistics, (2020) 93, S. 1-13 |
| Beigaben | Anhang; Abbildungen 3; Anmerkungen 7; Tabellen 4 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0346-251X |
| Schlagwörter | Empirische Forschung; Interaktion; Fremdsprachenunterricht; Englischunterricht; Schreiben; Kollaboration; Aufgabenstellung; Internet |
| Abstract | Previous studies have shown that tasks play an essential role in web-based asynchronous L2 collaborative writing, influencing collaboration patterns and the resulting collaborative work. Research thus far, however, has focused primarily on the effects of different types rather than different complexity levels of tasks. This study thus investigates how task complexity, as defined by Robinson (2001), affects interaction patterns during web-based asynchronous L2 collaborative writing. Twenty-six college EFL learners worked in pairs to complete two writing tasks via Google Docs, one simple and one complex. The examination of interaction patterns was informed by Storch (2002) and Li and Kim (2016). Interaction patterns for each pair within each task were identified and compared to reveal whether task complexity affected peer interaction patterns. Results showed the limited effect of task complexity on interaction patterns during web-based asynchronous L2 collaborative writing: The interaction patterns remained fairly consistent across tasks and the predominant pattern of interaction, despite the tasks, was authoritative/withdrawn. (Verlag, adapt.). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2022/2 |
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