/LING
|
Update: February 24, 2023 The new version of Termout.org is now online, so this web site is now obsolete and will soon be dismantled. |
Lista de candidatos sometidos a examen:
1) collaborative writing (*)
(*) Términos presentes en el nuestro glosario de lingüística
1) Candidate: collaborative writing
Is in goldstandard
1
paper CO_ColombianAppliedLinguisticsJournaltxt33 - : This feature of collaborative writing represents the main dynamics of this study: construction of hypertext in group by negotiating key points . The coming examples show how students construct their hypertext together. In this first excerpt, we can observe that students write collaboratively developing their own ideas to create their first drafts:
2
paper CO_Lenguajetxt173 - : Revision in collaborative writing through a wiki: A case study
3
paper CO_Lenguajetxt104 - : Characteristics of socially shared regulation in collaborative writing: contributions from a research experience
4
paper CO_Íkalatxt309 - : Collaborative writing of argumentative essays in an EFL blended course: Chilean pre-service teachers’ perceptions and self-assessment
5
paper CO_Íkalatxt309 - : According to [168]Figure 1, participants held mostly positive views of collaborative writing. Their answers in the semi-structured interview revealed that the pre-service EFL teachers gave particular importance to role assignment as this aspect of collaborative writing facilitated a smooth writing process in the L2, evident in the following interview excerpt: “I liked the fact that all the team members performed a different responsibility when writing . Roles were assigned by taking each classmate’s strengths into account” (Participant 03). Role assignment also helped to overcome difficulties such as insecurity, as this participant mentioned: “In my case, I don’t like to write since I tend to make mistakes. I preferred to contribute by carrying out another activity. That is why I was in charge of looking for sources to cite in the essays” (Participant 16). Positive views also referred to the conceptual and procedural content that pre-service EFL teachers learned owing to suggestions made by
6
paper CO_Íkalatxt309 - : Another source for negative views on collaborative writing stemmed from the participants’ difficulty in synthesizing information from sources prior to essay production, as mentioned by one pre-service teacher: “At the beginning of the semester, we included too much information in the texts . We were not able to summarize the sources’ most essential ideas as everything was important to us. Summarizing is still difficult for me” (Participant 12). In the same vein, another participant provided a suggestion for a future writing intervention: “We should be allowed to take more advantage of the sources. The texts we wrote were very synthesized because we had to delete so many interesting ideas” (Participant 11).
7
paper CO_Íkalatxt309 - : *How to reference this article: Ubilla-Rosales, Lucía; Gómez-Álvarez, Lilian; Sáez-Carrillo, Katia; Etchegaray Pezo, Paulo. (2020). Collaborative writing of argumentative essays in an EFL blended course: Chilean pre-service teachers’ perceptions and self-assessment . Íkala, Revista de Lenguaje y Cultura, 25(2), 307-327. [312]http://doi.org/10.17533/udea.ikala.v25n02a10
Evaluando al candidato collaborative writing:
1) participant: 6
2) pre-service: 5
3) teachers: 4
4) essays: 3 (*)
5) views: 3
6) ideas: 3
collaborative writing
Lengua: eng
Frec: 110
Docs: 12
Nombre propio: 2 / 110 = 1%
Coocurrencias con glosario: 1
Puntaje: 1.724 = (1 + (1+4.64385618977472) / (1+6.79441586635011)));
Candidato aceptado
Referencias bibliográficas encontradas sobre cada término
(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)| collaborative writing |
: Blin, F. & Appel, C. (2011). Computer supported collaborative writing in practice: An activity theoretical study. CALICO Journal, 28, 473-497. : Brodahl, C., Hadjerrouit, S., & Hansen, N. K. (2011). Collaborative writing with web 2.0 technologies: Education students’ perceptions. Journal of Information Technology Education: Innovations in Practice, 10, 73-103. : Dale, H. (1994). Collaborative writing interactions in one ninth-grade classroom. The Journal of Educational Research, 87(6), 334-344. : Ede, L., & Lunsford, A. (1990). Singular texts/plural authors: Perspectives on collaborative writing. Southern Illinois University Press. : Elola, I. & Oskoz, A. (2010). Collaborative Writing: Fostering Foreign Language and Writing Conventions Development. Language Learning and Technology, 14 (3), 51 - 71. : Erkens, G., Jaspers, J., Prangsma, M., & Kanselaar, G. (2005). Coordination processes in computer supported collaborative writing. Computers in Human Behavior, 21(3), 463-486. : Fernández Dobao, A. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing, 21(1), 40-58. : Fernández Dobao, A., & Blum, A. (2013). Collaborative writing in pairs and small groups: Learners’ attitudes and perceptions. System, 41(2), 365-378. : Galvis, A. (2004). A collaborative writing workshop: Developing children's writing in an EFL context. Thesis dissertation, Universidad Distrital Francisco José de Caldas, Bogotá. : Hirvela, A. 1999. Collaborative writing instruction and communities of readers and writers. TESOL Journal. Summer edition. Volumen 8 no 2. : Kessler, G. (2009). Student-initiated attention to form in wiki-based collaborative writing. Language Learning & Technology, 13(1), 79-95. : Li, X., Chu, S. K. W., Ki, W. W. y Woo, M. M. (2012). Using a wiki-based collaborative process writing pedagogy to facilitate collaborative writing among Chinese primary school students. Australasian Journal of Educational Technology , 28(1), 159-181. : Lowry, P., Curtis, A., & Lowry, M. (2004). Building a taxonomy and nomenclature of collaborative writing to improve interdisciplinary research and practice. Journal of Business Communication, 41(1), 66-99. : McAllister, C. (2005). Collaborative writing groups in the college classroom. En Kostouli T. (Ed.), Writing in Context (s) (pp. 207-227). New York: Springer. : McDonough, K., De Vleeschauwer, J., y Crawford, W. (2018). Comparing the quality of collaborative writing, collaborative prewriting, and individual texts in a Thai EFL context. System, 74, 109-120. doi: 10.1016/j.system.2018.02.010. : Morgan, M., Allen, N., Moore, T., Atkinson, D., & Snow, C. (1987). Collaborative writing in the classroom. Bulletin of the Association for Business Communication, 50(3), 20-26. : Perez-Prado, A. (2003). Team writing for team building: A collaborative writing approach for use in traditional and online classrooms of English Language learner. HOW. Number 10. Editorial Universitaria - UNED. Universidad de Nariño. : Self-Assessment of Performance in English Language Collaborative Writing Activities : Shehadeh, A. (2011). Effects and Student Perceptions of Collaborative Writing in L2. Journal of Second Language Writing , 20, 286-305. : Storch, N. (2005). Collaborative Writing: Product, Process, and Students' Reflections. Journal of Second Language Writing, 14(3), 153-173. : Storch, N. (2011). Collaborative writing in L2 contexts: Processes, outcomes, and future directions. Annual Review of Applied Linguistics, 31(1), 275-288. : Storch, N. (2013). Collaborative Writing in L2 Classrooms. Bristol: Multilingual Matters. : Storch, N. (2019a). Collaborative writing. Language Teaching, 52(1), 40-59. doi: 10.1017/S0261444818000320. : Storch, N. (2019b). Collaborative Writing as Peer Feedback. En K. Hyland y F. Hyland (Eds.), Feedback in Second Language Writing. Context and Issues (2^a ed.) (pp.143-162). Nueva York: Cambridge University Press. |