Exploring Learners Contribution and Experience in Web-Based Collaborative Report Writing
Abstract
Web 2.0 has given opportunities in letting students learn through active collaboration with and from their peers. The purpose of this study is to explore interactions that happens between learners, types of contributions made and learners’ experience when collaborating in a Web-based context. The finding shows that the learners contribute in terms of adding, editing and deleting content and structure of their report. The learners’ pattern of interaction shows that the learners with higher level of English proficiency are more dominant towards learners with lower level of proficiency. Students feedback shows that they are accepting the idea of writing collaboratively. Overall, the learners gave positive response towards the use of Google Docs in collaboratively completing their report writing project.
Keywords: Collaborative learning; English language learning
References
Ahmad, B.H., & Jusoff, K. (2009).Teachers' Code-Switching in Classroom Instructions for Low English Proficient Learners. English Language Teaching, 2(2).
https://doi.org/10.5539/elt.v2n2p49
Aydoğan, H., & Akbarov, A. A. (2014). The Four Basic Language Skills, Whole Language & Intergrated Skill Approach in Mainstream University Classrooms in Turkey. Mediterranean Journal of Social Sciences, 5(9), 672.
Chu, S.K.W. & Kennedy, D.M. (2011).Using online collaborative tools for groups to co-construct knowledge. Online Information Review, 35(4).
https://doi.org/10.1108/14684521111161945
Dalkir, K. (2005), Knowledge Management in Theory and Practice, Elsevier, Oxford.
Elola, I., & Oskoz, A. (2010). Collaborative writing: Fostering foreign language and writing conventions development. Language Learning & Technology, 14(3), 51-71.
Ge, Z. G. (2011) Exploring e-learners' perceptions of net-based peer-reviewed English writing.International Journal Computer-Supported.Collaborative Learning. 6 (1), 75-91.
https://doi.org/10.1007/s11412-010-9103-7
Judd, T., Kennedy, G., & Cropper, S. (2010). Using wikis for collaborative learning: Assessingcollaboration through contribution.Australasian Journal of Educational Technology, 26(3), 341-354.
https://doi.org/10.14742/ajet.1079
Kenan, T., Elzawi, A., Pislaru, C., & Restoum, M. (2015). A Study on the Impact of ICT on Collaborative Learning Processes in Libyan Higher Education. International Journal of Learning, Teaching and Educational Research, 10(1), 172-190.
https://doi.org/10.20533/jitst.2046.3723.2014.0028
Kessler, G., Bikowski, D., & Boggs, J. (2012). Collaborative writing among second language learners in academic web-based projects.Language Learning & Technology, 16(1), 91-109.
Lipponen, L. (2002, January). Exploring foundations for computer-supported collaborative learning. In Proceedings of the conference on computer support for collaborative learning: Foundations for a CSCL community (pp. 72-81). International Society of the Learning Sciences.
https://doi.org/10.4324/9781315045467-12
Lowyck, J., & Pöysä, J. (2001). Design of collaborative learning environments. Computers in human behavior, 17(5), 507-516.
https://doi.org/10.1016/S0747-5632(01)00017-6
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
Oxford, R. L. (1997). Cooperative learning, collaborative learning, and interaction: Three communicative strands in the language classroom. The Modern Language Journal, 81(4), 443-456.
https://doi.org/10.1111/j.1540-4781.1997.tb05510.x
Powers, D. E. (2010). The case for a comprehensive, four-skills assessment of English-language proficiency. R & D Connections, 14.
Scardamalia, M., & Bereiter, C. (2006). Knowledge building. The Cambridge.
https://doi.org/10.1017/CBO9780511816833.008
Storch, N. (2011). Collaborative Writing in L2 Contexts: Processes, Outcomes, and Future Directions. Annual Review of Applied Linguistics, 31(1), 275-288.
https://doi.org/10.1017/S0267190511000079
Thirusanku, J., & Yunus, M. M. (2014).Status of English in Malaysia.Asian Social Science, 10(14), 254.
https://doi.org/10.5539/ass.v10n14p254
Turuk, M. C. (2008). The relevance and implications of Vygotsky's sociocultural theory in the second language classroom. ARECLS, 5, 244-262.
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Wen, Y., Looi, C & Chen, W. (2015).Appropriation of a representational tool in a second-language classroom.International Journal Computer-Supported.Collaborative Learning.10(1).
https://doi.org/10.1007/s11412-015-9208-0
Zhou, W., Simpson, E., & Domizi, D. P. (2012). Google Docs in an Out-of-Class Collaborative Writing Activity. International Journal of Teaching and Learning in Higher Education, 24(3), 359-375.
Copyright Transfer Statement for Journal
1) In signing this statement, the author(s) grant UNIMAS Publisher an exclusive license to publish their original research papers. The author(s) also grant UNIMAS Publisher permission to reproduce, recreate, translate, extract or summarize, and to distribute and display in any forms, formats, and media. The author(s) can reuse their papers in their future printed work without first requiring permission from UNIMAS Publisher, provided that the author(s) acknowledge and reference publication in the Journal.
2) For open access articles, the author(s) agree that their articles published under UNIMAS Publisher are distributed under the terms of the CC-BY-NC-SA (Creative Commons Attribution-Non Commercial-Share Alike 4.0 International License) which permits unrestricted use, distribution, and reproduction in any medium, for non-commercial purposes, provided the original work of the author(s) is properly cited.
3) The author(s) is/are responsible to ensure his or her or their submitted work is original and does not infringe any existing copyright, trademark, patent, statutory right, or propriety right of others. Corresponding author(s) has (have) obtained permission from all co-authors prior to submission to the journal. Upon submission of the manuscript, the author(s) agree that no similar work has been or will be submitted or published elsewhere in any language. If submitted manuscript includes materials from others, the authors have obtained the permission from the copyright owners.
4) In signing this statement, the author(s) declare(s) that the researches in which they have conducted are in compliance with the current laws of the respective country and UNIMAS Journal Publication Ethics Policy. Any experimentation or research involving human or the use of animal samples must obtain approval from Human or Animal Ethics Committee in their respective institutions. The author(s) agree and understand that UNIMAS Publisher is not responsible for any compensational claims or failure caused by the author(s) in fulfilling the above-mentioned requirements. The author(s) must accept the responsibility for releasing their materials upon request by Chief Editor or UNIMAS Publisher.
5) The author(s) should have participated sufficiently in the work and ensured the appropriateness of the content of the article. The author(s) should also agree that he or she has no commercial attachments (e.g. patent or license arrangement, equity interest, consultancies, etc.) that might pose any conflict of interest with the submitted manuscript. The author(s) also agree to make any relevant materials and data available upon request by the editor or UNIMAS Publisher.
