The Emergence and Influence of Group Leaders in Web-Based Collaborative Writing: Self-Reported Accounts of EFL Learners

Autor/inn/en	Selcuk, Hasan; Jones, Jane; Vonkova, Hana
Titel	The Emergence and Influence of Group Leaders in Web-Based Collaborative Writing: Self-Reported Accounts of EFL Learners
Quelle	In: Computer Assisted Language Learning, 34 (2021) 8, S.1040-1060 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Selcuk, Hasan) ORCID (Jones, Jane) ORCID (Vonkova, Hana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2019.1650781
Schlagwörter	Group Dynamics; Leaders; Web Based Instruction; Writing Instruction; Collaborative Writing; Second Language Instruction; Second Language Learning; English (Second Language); Foreign Countries; High School Students; Writing Processes; Facilitators (Individuals); Writing Evaluation; Feedback (Response); Positive Reinforcement; Motivation Techniques; Writing Improvement; Learning Motivation; Self Efficacy; Turkey + Suchen Sie Ihr Suchwort? Gruppendynamik; Fachleiter; Web Based Training; Schreibunterricht; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Motivationsförderung; Motivation for studies; Lernmotivation; Self-efficacy; Selbstwirksamkeit; Türkei
Abstract	Web-based collaborative writing (CW) has been widely used in the field of English as a foreign language (EFL) during the last decade. Previous studies have mainly focused on how online platforms have facilitated the CW process for EFL learners, how web-based CW has shown progress in EFL learners' writing development, and how EFL learners in groups interact with one another during web-based CW. However, there are limited studies on web-based CW among Turkish EFL learners. The aim of this study was to analyse Turkish high school EFL learners' self-reported accounts of their writing process in English with the support of group leaders in a web-based CW activity. The key findings were that first, the groups found the need to elect a group leader to act as a facilitator for other group members, and that group members found their group leader's help in planning their writing tasks and corrective feedback useful for their learning; second, group leaders provided affective support during the writing activity, with group members reporting that praise and motivational phrases received from their group leaders increased their self-confidence and motivation towards writing in English. This study contributes to knowledge about improving high school EFL learners' writing through a web-based CW activity. The peer leadership approach is promising in supporting student's self-efficacy and self-regulation in learning and is easily applicable to teachers in other contexts who wish to promote writing activities outside of the classroom setting. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01