Exploring College English Language Learners' Social Knowledge Construction and Socio-Emotional Interactions during Computer-Supported Collaborative Writing Activities

Autor/inn/en	Tao, Ye; Zhang, Muhua; Su, You; Li, Yanyan
Titel	Exploring College English Language Learners' Social Knowledge Construction and Socio-Emotional Interactions during Computer-Supported Collaborative Writing Activities
Quelle	In: Asia-Pacific Education Researcher, 31 (2022) 5, S.613-622 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-021-00612-7
Schlagwörter	College Students; English (Second Language); Second Language Learning; Knowledge Level; Interpersonal Relationship; Computer Mediated Communication; Cooperation; Learning Processes; Writing (Composition); Group Behavior + Suchen Sie Ihr Suchwort? Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Wissensbasis; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Computerkonferenz; Co-operation; Kooperation; Learning process; Lernprozess; Schreibübung; Gruppenverhalten
Abstract	Students' social knowledge construction and socio-emotional interactions in computer-supported collaborative learning (CSCL) are shaped by one another and work together to affect the group's learning performance. However, few studies have combined both social knowledge construction and socio-emotional interactions and examined how they contribute to improved learning performance. This study examines the dynamics of students' social knowledge construction and socio-emotional interactions in the context of computer-supported collaborative writing and compares six high- and six low-performing groups. Quantitative content analysis and sequential analysis were used to reveal the characteristics of groups' behaviour frequencies and patterns. The high-performing groups demonstrated more systematic and meaningful social knowledge construction and socio-emotional interaction patterns, while the low-performing groups only engaged in single repeated behaviours. It is worth noting that memes played different roles in the two groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01