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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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Main Authors: Nakhon Kitjaroonchai, Daron Benjamin Loo
Format: Article
Language:English
English
Published: ACADEMY PUBLICATION 2023
Subjects:
LB1025-1050.75 Teaching (Principles and practice)
LB2300-2430 Higher education
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
https://eprints.ums.edu.my/id/eprint/37999/
https://doi.org/10.17507/tpls.1310.15
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spelling my.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
institution Universiti Malaysia Sabah
building UMS Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sabah
content_source UMS Institutional Repository
url_provider http://eprints.ums.edu.my/
language English
English
topic LB1025-1050.75 Teaching (Principles and practice)
LB2300-2430 Higher education
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
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.
format Article
author Nakhon Kitjaroonchai
Daron Benjamin Loo
author_facet Nakhon Kitjaroonchai
Daron Benjamin Loo
author_sort Nakhon Kitjaroonchai
title 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_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_sort who are active and inactive participants in online collaborative writing? considerations from an efl setting
publisher ACADEMY PUBLICATION
publishDate 2023
url https://eprints.ums.edu.my/id/eprint/37999/1/ABSTRACT.pdf
https://eprints.ums.edu.my/id/eprint/37999/2/FULL%20TEXT.pdf
https://eprints.ums.edu.my/id/eprint/37999/
https://doi.org/10.17507/tpls.1310.15
_version_ 1789426010300612608
score 13.211869

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