Who Are Active and Inactive Participants in Online Collaborative Writing? Considerations From an EFL Setting
This study investigated learners’ online collaborative writing (CW) behaviours. The participants were 115 EFL students from different Asian countries at a private international university in Thailand. The quantitative data was collected from students’ writing contributions on two collaborative writi...
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| Format: | Article |
| Language: | English English |
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ACADEMY PUBLICATION
2023
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| Online Access: | https://eprints.ums.edu.my/id/eprint/37999/1/ABSTRACT.pdf https://eprints.ums.edu.my/id/eprint/37999/2/FULL%20TEXT.pdf |
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| author | Nakhon Kitjaroonchai Daron Benjamin Loo |
| author_facet | Nakhon Kitjaroonchai Daron Benjamin Loo |
| author_sort | Nakhon Kitjaroonchai |
| collection | UMS |
| description | This study investigated learners’ online collaborative writing (CW) behaviours. The participants were 115 EFL students from different Asian countries at a private international university in Thailand. The quantitative data was collected from students’ writing contributions on two collaborative writing tasks: descriptive and argumentative essays. Data was analyzed using one-way analysis of variance (ANOVA) and the Bonferroni Post Hoc Test. The analysis from the one-way ANOVA test revealed a significant difference between groups regarding percentage of text contribution in CW tasks. Qualitative data was also collected from students’ reflective journals and observations, where factors that influenced team collaboration were examined. The qualitative findings showed that students with higher language proficiency levels were the prominent authors who contributed more text to their group tasks. Elements affecting learners’ active and inactive participations in team collaborations include student language proficiency, individual goal, designated roles, collaboration platforms, learning preference, topic familiarity, and influence of teacher. Some implications of the findings are discussed. |
| first_indexed | 2024-03-06T03:27:07Z |
| format | Article |
| id | ums.eprints-37999 |
| institution | Universiti Malaysia Sabah |
| language | English English |
| last_indexed | 2024-03-06T03:27:07Z |
| publishDate | 2023 |
| publisher | ACADEMY PUBLICATION |
| record_format | dspace |
| spelling | ums.eprints-379992024-01-22T02:57:08Z https://eprints.ums.edu.my/id/eprint/37999/ Who Are Active and Inactive Participants in Online Collaborative Writing? Considerations From an EFL Setting Nakhon Kitjaroonchai Daron Benjamin Loo LB1025-1050.75 Teaching (Principles and practice) LB2300-2430 Higher education This study investigated learners’ online collaborative writing (CW) behaviours. The participants were 115 EFL students from different Asian countries at a private international university in Thailand. The quantitative data was collected from students’ writing contributions on two collaborative writing tasks: descriptive and argumentative essays. Data was analyzed using one-way analysis of variance (ANOVA) and the Bonferroni Post Hoc Test. The analysis from the one-way ANOVA test revealed a significant difference between groups regarding percentage of text contribution in CW tasks. Qualitative data was also collected from students’ reflective journals and observations, where factors that influenced team collaboration were examined. The qualitative findings showed that students with higher language proficiency levels were the prominent authors who contributed more text to their group tasks. Elements affecting learners’ active and inactive participations in team collaborations include student language proficiency, individual goal, designated roles, collaboration platforms, learning preference, topic familiarity, and influence of teacher. Some implications of the findings are discussed. ACADEMY PUBLICATION 2023-10 Article NonPeerReviewed text en https://eprints.ums.edu.my/id/eprint/37999/1/ABSTRACT.pdf text en https://eprints.ums.edu.my/id/eprint/37999/2/FULL%20TEXT.pdf Nakhon Kitjaroonchai and Daron Benjamin Loo (2023) Who Are Active and Inactive Participants in Online Collaborative Writing? Considerations From an EFL Setting. Theory and Practice in Language Studies, 13 (10). pp. 2565-2576. ISSN 1799-2591 https://doi.org/10.17507/tpls.1310.15 |
| spellingShingle | LB1025-1050.75 Teaching (Principles and practice) LB2300-2430 Higher education Nakhon Kitjaroonchai Daron Benjamin Loo Who Are Active and Inactive Participants in Online Collaborative Writing? Considerations From an EFL Setting |
| title | Who Are Active and Inactive Participants in Online Collaborative Writing? Considerations From an EFL Setting |
| title_full | Who Are Active and Inactive Participants in Online Collaborative Writing? Considerations From an EFL Setting |
| title_fullStr | Who Are Active and Inactive Participants in Online Collaborative Writing? Considerations From an EFL Setting |
| title_full_unstemmed | Who Are Active and Inactive Participants in Online Collaborative Writing? Considerations From an EFL Setting |
| title_short | Who Are Active and Inactive Participants in Online Collaborative Writing? Considerations From an EFL Setting |
| title_sort | who are active and inactive participants in online collaborative writing considerations from an efl setting |
| topic | LB1025-1050.75 Teaching (Principles and practice) LB2300-2430 Higher education |
| url | https://eprints.ums.edu.my/id/eprint/37999/1/ABSTRACT.pdf https://eprints.ums.edu.my/id/eprint/37999/2/FULL%20TEXT.pdf |
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