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SCMC Interaction and Writing Revision: Facilitative or Futile?
PROCEEDINGS

, National Central University, Taiwan

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, Nevada, USA ISBN 978-1-880094-66-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This study examined whether and how SCMC interaction facilitates the writing revisions of EFL university students. Through analyses of chatroom transcripts and writing drafts, the author found that group dynamics had an impact on the quality and quantity of online discourse. Despite the small amount of negotiation, peer feedback in the form of questions, explanations, suggestions, and restatements helped students make modifications at the graphic, word, sentence, and discourse levels. Student perceptions on and the pedagogical implications of the usefulness of SCMC interaction in revisions are also provided and discussed.

Citation

Liang, M.Y. (2008). SCMC Interaction and Writing Revision: Facilitative or Futile?. In C. Bonk, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn 2008--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2886-2892). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 25, 2019 from .

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