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| Subject: Merged Text with Bárbara and Michael's Ideas | |
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Author: Michael de Souza (Crazy & Tires at 01:50 am) |
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Date Posted: Sun, Aug 25 2013, 21:49:18 PDT In their study about collaborative online language learning, KESSLER, BIKOWSKI AND BOGGS (2012) analyzed how collaborative writing takes place in a web-based context. ACCORDING TO THEM, COLLABORATIVE PRACTISES HAVE BEEN LARGELY USED IN L2 CLASSROOMS AS A RESULT OF THE WEB 2.0 TOOLS’ POTENTIAL RECOGNITION CONSIDERING ITS COLLABORATIVE ASPECT ON LANGUAGE LEARNING. THEY ALSO EMPHASIZE THE FACT OF THERE IS NO RESEARCH ON THIS FIELD, HOWEVER, BECAUSE OF THE HIGH LEVEL OF TECHNOLOGY IMPROVEMENT, LANGUAGE LEARNERS CAN WORK TOGETHER IN GROUPS EASILY AND THIS FACT ALSO PERMITS SCIENTISTS ANALYSES L2 COLLABORATIVE WRITING PROCESS IN ORDER TO IMPROVE THE KNOWLEDGE OF HOW TECHNOLOGY CAN INFLUENCE THIS PROCESS. The authors explored the use of the resources by the students involved, taking into account their participation, perception of the process and objectives. The study points out students tend to focus their correction on meaning rather than on form. (P.93). When the authors discuss about the role of technologies in collaborative writing, they mention important tools that are used by participants in order to achieve a final written paper. When analyzing the forms that students usually communicate, they cite an important one known as Wiki. According to HUNTER (2011) apud (KESSLER, BIKOWSKI AND BOGGS 2012), “online collaborative environment is helping redefine contributor’s ideas of authorship.” (P. 92). Wikis are commonly known as a place for integrated work and collaboration, and it is the perfect place for the gathering of ideas and exchange of knowledge and opinion. (KESSLER, BIKOWSKI AND BOGGS 2012) When dealing with collaborative writing in the article entitled “STUDENT-INITIATED ATTENTION TO FORM IN WIKI-BASED COLLABORATIVE WRITING”, KESSLER (2009) HAVE analyzed “the collaborative construction of a wiki among pre-service Non-Native Speaker (NNS) English teachers.” (P. 79). HE focused his study in the students’ ability to correct individual and peer mistakes, as well as the level of accuracy they achieve. YET ACCORDING TO KESSLER (2009), the results shown are interconnected to the previous article, when the author mentions that “students were more likely to be accurate when focusing on grammar rather than correcting grammar as a secondary act while focusing on meaning.” (p. 90). The author also points out that more teacher intervention seems to be necessary in order to have more correction on form. TO KESSLER (2009) IS CLEAR THAT THROUGH TECHNOLOGY, L2 LEARNERS CAN EXPERIENCE A REAL SITUATION OF LANGUAGE USE. THUS, STUDENTS FEEL THEMSELVES CHALLENGED TO GET INDEPENDENCE IN THE TARGET LANGUAGE. KESSLER (2009) WAS INTERESTED IN CHECK HOW STUDENTS BEHAVIOR WHEN THEY ARE INVOLVED IN A LONGSTANDING COLLABORATIVE TASK. As a common result of both studies, students worked successfully in groups and all the individual and peer contributions were of a great importance. (Bárbara, I believe this last sentence is yours, all right? If yes, we don’t need to cite any reference once it is your conclusion of the two texts.) [ Next Thread | Previous Thread | Next Message | Previous Message ] |