Storyboarding-Based Collaborative Narratives on Google Docs: Fostering EFL Learners' Writing Fluency, Syntactic Complexity, and Overall Performance

Autor/inn/en	Hafour, Marwa F.; Al-Rashidy, Al-Shaimaa M.
Titel	Storyboarding-Based Collaborative Narratives on Google Docs: Fostering EFL Learners' Writing Fluency, Syntactic Complexity, and Overall Performance
Quelle	In: JALT CALL Journal, 16 (2020) 3, S.123-145 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1832-4215
Schlagwörter	Collaborative Writing; English (Second Language); Second Language Learning; College Students; Intervention; Writing (Composition); Writing Skills; Writing Achievement; Syntax; Educational Technology; Technology Uses in Education; Story Telling; Visual Aids; Production Techniques; Social Media; Web 2.0 Technologies; Prewriting; Revision (Written Composition); Editing; Essays; Student Attitudes + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Collegestudent; Schreibübung; Writing skill; Schreibfertigkeit; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Anschauungsmaterial; Production engineering; Produktionstechnik; Soziale Medien; Korrektur; Redaktion; Textbearbeitung; Essay; Aufsatzunterricht; Schülerverhalten
Abstract	This study examined the impact of storyboarding-based collaborative narrative writing using Google Docs on EFL learners' writing fluency, syntactic complexity, and overall performance. For this purpose, a cohort of 30 EFL college learners was selected and exposed to a nine-week intervention where they collaboratively wrote storyboarding-based narratives on Google Docs. This study adopted a pre-test post-test quasi-experimental mixed-method design in which both quantitative (writing tests) and qualitative (reflection as well as group and self-evaluation cloud forms) data were collected and analyzed. Results of the study revealed significant differences between students' pre-test and post-test mean scores on writing fluency and overall writing performance with a large effect size. Conversely, there was no significant difference between their mean scores on syntactic complexity. Qualitative results showed that most students appreciated the storyboarding-based collaborative narrative writing activities on Google Docs and reported that they were of much benefit to them. [Note: The page range (123-146) shown on the PDF is incorrect. The correct page range for this article is p123-145. The following article begins on page 147.] (As Provided).
Anmerkungen	JALT CALL SIG. 1-6-1 Nishiwaseda Shinjuku-ku, Tokyo, 169-8050, Japan. e-mail: journal!jaltcall.org; Web site: http://journal.jaltcall.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01