The emergence and influence of group leaders in web-based collaborative writing: self-reported accounts of EFL learners. Issue 8 (23rd November 2021)

• Record Type: Journal Article
• Authors: Selcuk, Hasan; Jones, Jane; Vonkova, Hana
• Is Part Of: Computer assisted language learning. Volume 34:Issue 8(2021)
• Page Start: 1040
• Page End: 1060
• Publication Date: 2021-11-23
• Subjects: Web-based collaborative writing -- English as a foreign language -- group leaders -- peer facilitation; Language and languages -- Computer-assisted instruction -- Periodicals; 418.00285
• DOI: 10.1080/09588221.2019.1650781
• Languages: English
• ISSNs: 0958-8221

Abstract

Abstract: Web-based collaborative writing (CW) has been widely used in the field of English as a foreign language (EFL) during the last decade. Previous studies have mainly focused on how online platforms have facilitated the CW process for EFL learners, how web-based CW has shown progress in EFL learners' writing development, and how EFL learners in groups interact with one another during web-based CW. However, there are limited studies on web-based CW among Turkish EFL learners. The aim of this study was to analyse Turkish high school EFL learners' self-reported accounts of their writing process in English with the support of group leaders in a web-based CW activity. The key findings were that first, the groups found the need to elect a group leader to act as a facilitator for other group members, and that group members found their group leader's help in planning their writing tasks and corrective feedback useful for their learning; second, group leaders provided affective support during the writing activity, with group members reporting that praise and motivational phrases received from their group leaders increased their self-confidence and motivation towards writing in English. This study contributes to knowledge about improving high school EFL learners' writing through a web-based CW activity. The peer leadership approach is promising in supporting student's self-efficacy and self-regulation in learning and is easily applicable to teachers in other contexts who wish to promote writing activities outside of the classroom setting.