Effects of collaborative writing in weblogs

다국어 초록 (Multilingual Abstract)

This study aims to examine the effects of elementary students’ collaborative writing in weblogs. The students’ writing was evaluated using weblogs in one of two modes, collaboration or non-collaboration. The answers to the following two questions provide the pedagogical implications and insights for researchers and teachers: 1) Whether language proficiencies in two modes, collaboration or non-collaboration, result in significant differences in writing improvement?; 2) How do students respond to using weblogs as a writing tool? Each student wrote six essays. The participants pre-treatment writing and post-treatment writing were analyzed to examine their writing improvement through collaboration by linguistic features, fluency, accuracy, and grammatical complexity. As for writing improvement, the collaboration group especially demonstrated enhanced fluency. Also, the findings of the present study provide strong evidence that collaboration between peers acted as a important factor for enhancing writing quality according to the questionnaire results. It can be concluded that collaboration mode is generally more effective between the two modes. As shown in this research, collaboration mode provides a cooperative atmosphere which provides writers more opportunity to freely exchange their opinions. The present study suggests that collaboration weblog writing can be effective for students to enhance their writing ability.

참고문헌 (Reference)

1 Kennedy, K., "Writing with Web logs. Tech learning: The resource for educational technology leaders. Retrieved May 16, 2009"

2 Wrede, O., "Weblogs and discourse: Weblogs as transformational technology for higher education and academic research. Blogtalk conference paper, Vienna. Retrieved May 10, 2009"

3 Nelson, T., "Using weblogs to create classroom community. Computer Writing and Research Lab, White Paper Series: #030822-1, 115"

4 Prater, D. L., "Using peer response groups with limited English proficient writers" 17 : 99-116, 1993

5 Chun, D. M., "Using computer networking to facilitate the acquisition of interactive competence" 22 (22): 17-31, 1994

6 Hertel, J., "Using and e‐mail exchange to promote cultural learning" 36 (36): 386-396, 2003

7 Barrios, B., "The year of the blog: Weblogs in the writing classroom. Retrieved May 17, 2009"

8 Carlisle, R. S., "The writing of anglo and hispanic elementary school students in bilingual, submersion, and regular programs" 11 (11): 257-280, 1989

9 Sessums, C. D., "The path from insight to action: The case of an online learning community in support of collaborative teacher inquiry. Retrieved May 23, 2009"

10 Tuzi, F., "The impact of e-feedback on the revision of L2 writers in an academic writing course" 21 (21): 217-235, 2004

11 Campbell, A. P., "The experience of computer supported cooperative learning using weblogs in the university classroom: A phenomenological case study" The University of Sheffield 2003

12 Min, H. T., "The effects of trained peer review on EFL students’ revision types and writing quality" 15 (15): 118-141, 2006

13 김재경, "The Effects and Social Aspects of Peer Response in Weblogs on Returnees Writing Using the Social Network Analysis (SNA) Approach" 한국멀티미디어언어교육학회 8 (8): 141-168, 2005

14 Tomita, Y., "T-unit o mochiita kokosei no jiyu eisaku bun noryoku no sokutei (Assessing the writing ability of high school students with the use of T-units.)" 2 (2): 14-28, 1990

15 Xie, Y., "Students lived experience of using weblogs in a class an exploratory. Chicago" Association for Educational Communications and Technology 2004

16 Wolfe-Quintero, K., "Second language development in writing: Measures of fluency, accuracy & complexity" University of Hawai’i Press 1998

17 "Retrieved May 15, 2009"

18 "Retrieved May 15, 2009"

19 Brooks, K., "Remediation, Genre, and Motivation: Key Concepts for Teaching with Weblogs. Into the Blogsphere: Weblogs, rhetoric, community, and culture. Retrieved May 19, 2009"

20 Cole, K. L., "Providing the soapbox, developing their voice: An analysis of weblogs as a tool for response to literature in the middle school language arts classroom" The University of Alabama, Tuscaloosa 2004

21 Storch, N., "Patterns of interaction in ESL pair work" 52 : 119-158, 2002

22 Lee,L, "Online interaction:Negotiation of meaning and strategies used among learners of Spanish" 13 (13): 232-244, 2001

23 Knoy, T., "Networked peer assessment in writing: Copyediting skills instruction in an ESL technical writing course. Unpublished doctoral dissertation" National Chiao Tung University 2001

24 Lincoln, Y. S., "Naturalistic Inquiry" Sage Publishers 1985

25 Warschauer, M., "Motivational aspects of using computers for writing and communication" 29-46, 1996

26 Vygotsky, L. S., "Mind in society" Harvard University Press 1978

27 Liu, E. Z. F., "Learning effects of web-based peer assessment for students with various thinking styles" 17 (17): 420-432, 2001

28 Campbell, A. P., "Learner attitudes towards a tutor‐run weblog in the EFL university classroom. Retrieved May, 14, 2009"

29 "Language Learning &Technology, 4(1), 120-136. Retrieved May 13, 2009"

30 DamiLee, "L2 Retention and Attrition by Korean Returnees" 한국영어교육학회 57 (57): 83-99, 2002

31 Lennon, P., "Investigating fluency in EFL: A quantitative approach" 40 (40): 387-417, 1990

32 Swain, M., "Interaction and second language learning: two adolescent French immersion students working together" 82 (82): 320-337, 1998

33 White, N., "Full Circle Associates Community Blog. M-Learning with Disadvantaged Kids. Retrieved April 30, 2009"

34 Perez, L. C., "Foreign language productivity in synchronous versus asynchronous computer‐mediated communication" 21 (21): 89-104, 2003

35 Ferris, M. R., "Effects of early and delayed second language acquisition: English composition skills of Spanish-speaking junior high school students" 15 (15): 263-274, 1981

36 Sotillo, M. S., "Discourse functions and syntactic complexity in synchronous and asynchronous communication" 4 (4): 82-119, 2000

37 Johnson, A., "Creating a writing course utilizing class and student blogs. The internet TESL Journal, Vol. X. Retrieved April 17, 2009"

38 Schultz, J. M., "Computers and collaborative writing in the foreign language curriculum in : Network based language teaching: Concepts and practice" Cambridge University Press 121-150, 2000

39 Kern, R., "Computer-mediated communication: Using e-mail exchanges to explore personal histories into two cultures in : Telecollaboration in foreign language learning" Second Language Teaching an Curriculum Center, University of Hawaii 105-119, 1996

40 Blake, R., "Computer mediated communication: A window on L2 Spanish interlanguage" 2000

41 Matsumura, S., "Computer anxiety and students’ preferred feedback methods in EFL writing" 88 (88): 403-415, 2004

42 Warschauer, M., "Comparing face‐to‐face and electronic communication in the second language classroom" 13 (13): 7-26, 1996

43 Bay, J., "Blogs as class content and genre" 2004

44 Ward, J. M., "Blog-assisted language learning(BALL): Push button publishing for the pupils" 3 (3): 1-16, 2004

45 Sullivan, N., "A comparative study of two ESL writing environments: A computer‐assisted classroom and a traditional oral classroom" 24 (24): 491-501, 1996

46 김재경, "A Social Network Analysis of Weblogs in Collaborative College Writing" 한국영어교육학회 64 (64): 77-102, 2009