Adolescent ELLs' collaborative writing practices in face-to-face and online contexts: From perceptions to action

被引：23

作者：

Vorobel, Oksana ^{[1
]}

Kim, Deoksoon ^{[2
]}

机构：

[1] CUNY, Borough Manhattan Community Coll, Dept Acad Literacy & Linguist, 199 Chambers St,N481, New York, NY 10007 USA

[2] Boston Coll, Lynch Sch Educ, Dept Teacher Educ Special Educ Curriculum & Instr, Campion Hall,Room 117,140 Common Wealth Ave, Chestnut Hill, MA 02467 USA

来源：

SYSTEM | 2017年 / 65卷

关键词：

Collaboration; Adolescent English language learners; L2; literacy; writing; FOREIGN-LANGUAGE; PEER; FEEDBACK; STUDENT; WRITERS; LITERACY; WIKIS; TASKS; WORK;

D O I：

10.1016/j.system.2017.01.008

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This multiple case study explores adolescent ELLs' collaborative writing practices in face-to-face and online contexts from an ecological perspective, focusing on adolescent ELLs' perceptions of collaborative writing and their development of writing through collaboration. The findings reveal both benefits and challenges adolescent ELLs face during collaborative writing activities as well as their perceptions of teacher and student feedback both face-to-face and online. The study examines in detail how adolescent ELLs changed their writing in response to feedback from and collaboration with their peers. These findings contribute to research on and practice in adolescent L2 writing by showing the adolescent ELLs' literacy development through collaboration in face-to-face and online contexts. (C) 2017 Elsevier Ltd. All rights reserved.

引用

页码：78 / 89

页数：12

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