Year: 2010
Type: article
Abstract: In recent years, synchronous online peer response groups have been increasingly used in English as a foreign language (EFL) writing.This article describes a study of synchronous online interaction among three small peer groups in a Taiwanese undergraduate EFL writing class.An environmental analysis of students' online discourse in two writing tasks showed that meaning negotiation, error correction, and technical actions seldom occurred and that social talk, task management, and content discussion predominated the chat.Further analysis indicates that relationships among different types of online interaction and their connections with subsequent writing and revision are complex and depend on group makeup and dynamics.Findings suggest that such complex activity may not guarantee revision.Writing instructors may need to proactively model, scaffold and support revisionrelated online discourse if it is to be of benefit.
Source: Language learning & technology
DOI: 10.64152/10125/44202
Author: Mei-Ya Liang
Institution: National Central University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
Funder: National Science Council
OpenAlex ID: W2107059627