Abstract
Drawing from sociocultural perspectives, this paper argues for the necessity of distinguishing the activity of "brainstorming ideas" from the activity of "generating words/phrases" in collaborative L2 process writing. We designed a series of Chinese writing lessons based on the online collaborative learning software GroupScribbles (GS) to explore students' participation and performance with "ideas first" versus "words/phrases first" activity designs. Quantitative data collected from an analytical tool reveal that students engaged more actively in the "ideas first" collaborative L2 writing than in the "words/phrases first" approach. Our research findings suggest that "ideas first" supported by the affordances of the GS tools a viable approach for collaborative L2 writing. Copyright © 2010 ISLS.
| Original language | English |
|---|---|
| Title of host publication | Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) |
| Editors | Kimberly GOMEZ, Leilah LYONS, Joshua RADINSKY |
| Place of Publication | Chicago |
| Publisher | International Society of the Learning Sciences (ISLS) |
| Pages | 436-443 |
| Volume | 1 |
| Publication status | Published - 2010 |