A Community of Practice Facilitated by Facebook for Integrating New Online EFL Writing Forms into Assiut University College of Education

Autor/in	Abdallah, Mahmoud Mohammad Sayed
Titel	A Community of Practice Facilitated by Facebook for Integrating New Online EFL Writing Forms into Assiut University College of Education
Quelle	12 (2013) 1, S.581-650 (51 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Communities of Practice; Social Networks; English (Second Language); Foreign Countries; Electronic Publishing; Computer Mediated Communication; Writing (Composition); Computer Managed Instruction; Preservice Teacher Education; Writing Skills; Student Teachers; Research Design; Instructional Design; Content Analysis; Collaborative Writing; Scoring Rubrics; Web Based Instruction; Qualitative Research; Observation; Egypt + Suchen Sie Ihr Suchwort? Community; Social network; Soziales Netzwerk; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Elektronisches Publizieren; Computerkonferenz; Schreibübung; Computer-assisted instruction; Computerunterstützter Unterricht; Lehramtsstudiengang; Lehrerausbildung; Writing skill; Schreibfertigkeit; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Forschungsdesign; Lesson concept; Lessonplan; Unterrichtsentwurf; Inhaltsanalyse; Scoring formulas; Auswertungsbogen; Web Based Training; Qualitative Forschung; Beobachtung; Ägypten
Abstract	This paper reports on a design study conducted within the Egyptian context of pre-service EFL teacher education, which implemented a Community of Practice (CoP) design facilitated by Facebook, to integrate some new forms of online writing. Based on some preliminary empirical results triangulated with literature review, a preliminary design framework was proposed to guide this study. The main aim was to investigate through some interventional tasks the possibility of integrating some new forms of online writing while participants were working as a community, both face to face and online. The tasks were intended to gradually expose participants to some online forms of writing not familiar within their education programme, and which were identified as useful to them in their context. Participants in this CoP consisted of 70 from a total number of 109 3rd-year EFL student teachers at Assiut University College of Education (AUCOE) who, based on a screening interview, were identified as possessing the basic required electronic skills. Tasks were administered both face to face and online (mainly through Facebook). In response to them, participants contributed with posts and comments, which were qualitatively analysed to inform the process of evaluating the intervention by establishing some conclusions in the form of design principles and lessons learned to be cycled back into future attempts within the same context. For reporting on the CoP, a design narrative technique was employed to capture the main learning events and weave them together into a meaningful story. The following appendices are included: (1) Observation Sheet Used in the Pilot Study; (2) Open Interviews for Identifying Research Problem Introduction; (3) Semi-Structured Interviews and Survey Questions for Eliciting Participants' Feedback; and (4) Statistics of Group Logs & Interactions. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10