A Framework to Support Group Essay Writing in English for Academic Purposes: A Case Study from an English-Medium Instruction Context

Autor/inn/en	Levrai, Peter; Bolster, Averil
Titel	A Framework to Support Group Essay Writing in English for Academic Purposes: A Case Study from an English-Medium Instruction Context
Quelle	In: Assessment & Evaluation in Higher Education, 44 (2019) 2, S.186-202 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Levrai, Peter) ORCID (Bolster, Averil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2018.1487024
Schlagwörter	Case Studies; Language of Instruction; Essays; Action Research; College Students; Collaborative Writing; Foreign Countries; English for Academic Purposes; English (Second Language); Student Attitudes; Assignments; Computer Mediated Communication; Interpersonal Communication; Management Systems; Course Descriptions; Writing Instruction; Macau + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Teaching language; Unterrichtssprache; Essay; Aufsatzunterricht; Projektforschung; Collegestudent; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Assignment; Auftrag; Zuweisung; Computerkonferenz; Interpersonale Kommunikation; Kursstrukturplan; Schreibunterricht
Abstract	In English for academic purposes courses, group oral presentations are quite common but essay writing tends to be seen as an individual endeavour, albeit with scope for peer review. This article discusses action research reflecting on student perceptions of a framework to support students through a semester-long collaborative essay assignment in an English-medium instruction university in Macau. The framework presented incorporates collaborative and individual assignment tasks, assisted by information and communications technology, to support the collaborative process and facilitate the assessment of the individual within the group. Even though writing in a group may take more time and effort, it is viewed favourably by the majority of students due to the additional learning gains to be made by writing collaboratively, including the increased quality of ideas and the social interactions (face-to-face and online) required to come to agreement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01