Comparing enactments of a collaborative writing activity in a networked language learning classroom

Yun WEN, Wenli CHEN, Chee Kit LOOI

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

Good learning activity designs do not guarantee effective classroom orchestration by the teacher. Enactments of the same learning activity design may vary greatly among different teachers. This study compares two teachers' enactments of a collaborative learning activity in a L2 writing classroom supported by a networked technology called Group Scribbles (GS). Plausible factors of teacher's moves and actions that impact the different enactments are identified and discussed, including articulating the objective of activity explicitly, providing improvised formative assessment and scaffolding to support students' work on an ongoing basis, and controlling the tempo of the activity and maintaining students' enthusiasm. Copyright © 2012 Asia-Pacific Society for Computers in Education.

Original languageEnglish
Title of host publicationProceedings of the 20th International Conference on Computers in Education ICCE 2012
EditorsGautam BISWAS, Lung-Hsiang WONG, Tsukasa HIRASHIMA, Wenli CHEN
Place of PublicationSingapore
PublisherNational Institute of Education
Pages690-697
ISBN (Print)9789810746490
Publication statusPublished - 2012

Citation

Wen, Y., Chen, W., & Looi, C.-K. (2012). Comparing enactments of a collaborative writing activity in a networked language learning classroom. In G. Biswas, L.-H. Wong, T. Hirashima, & W. Chen (Eds.), Proceedings of the 20th International Conference on Computers in Education ICCE 2012 (pp. 690-697). Singapore: National Institute of Education.

Keywords

  • Enactment
  • Collaborative writing
  • Networked language classroom

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