A Sequential Analysis of Responses in Online Debates to Postings of Students Exhibiting High Versus Low Grammar and Spelling Errors

Autor/inn/en	Jeong, Allan; Li, Haiying; Pan, Andy Jiaren
Titel	A Sequential Analysis of Responses in Online Debates to Postings of Students Exhibiting High Versus Low Grammar and Spelling Errors
Quelle	In: Educational Technology Research and Development, 65 (2017) 5, S.1175-1194 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-016-9501-2
Schlagwörter	Spelling; Grammar; Error Patterns; Writing Skills; Inferences; Computer Mediated Communication; Language Patterns; Ability Grouping; Student Placement; Individual Differences; Asynchronous Communication; Persuasive Discourse; Comparative Analysis; Sequential Approach; Discourse Analysis; Writing Instruction + Suchen Sie Ihr Suchwort? Schreibweise; Grammatik; Fehlertyp; Writing skill; Schreibfertigkeit; Inference; Inferenz; Computerkonferenz; Sprachmodell; Sprachstruktur; Homogene Gruppierung; Niveaugruppierung; Streaming; Schülerpraktikum; Individueller Unterschied; Persuasion; Persuasive Kommunikation; Schrittfolge; Diskursanalyse; Schreibunterricht
Abstract	Given that grammatical and spelling errors have been found to influence perceived competence and credibility in written communication, this study examined how a student's grammar and spelling errors affect how other students respond to the student's postings in four online debates hosted in asynchronous threaded discussions. Message-response exchanges were sequentially analyzed to identify patterns in students' replies to arguments and challenges with counter-challenges, explanations, and evidentiary support posted by students that exhibited low versus high number of grammatical and spelling errors. Although no causal inferences can be drawn from this study, the findings nevertheless suggests that: (a) arguments posted by high-error students are more likely to be challenged than arguments posted by low-error students; (b) exchanges between high-error students can amplify the effects of grammar/spelling errors; and (c) higher levels of argumentation can be achieved by placing students into groups that are heterogeneous in writing skills in general. The findings and methods used in this study lay the groundwork for further research on strategies for managing individual differences in students' grammar and spelling (and other student behaviors in general) and increasing the level of critical discourse in online discussions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01