Peer affective factors in peer collaboration: Facebook-based collaborative writing activity among Turkish high school EFL learners

Hasan Selcuk

doi:10.1007/978-3-319-74310-3_33

Peer affective factors in peer collaboration: Facebook-based collaborative writing activity among Turkish high school EFL learners

Hasan Selcuk^*

^*Corresponding author for this work

King's College London

Research output: Chapter in Book/Report/Conference proceeding › Conference paper › Research › peer-review

5 Citations (Scopus)

Abstract

This paper is about an investigation into student perceptions of peer affective factors during a Facebook-based collaborative writing activity among Turkish high school EFL learners. Two groups of three students, 16-year-old EFL learners at A2 level English proficiency (CEFR), undertook an online collaborative English short story writing exercise over seven weeks using Facebook. I gathered data from focus group discussions, online one-to-one chats and online discussion threads from both groups. Although small-scale, valuable insights were obtained into peer affective factors that emerged throughout the writing exercise, and were concerned with receiving/giving praise and motivational phrases, the use of informal language and humour in writing during the exercise as well as in relation to feeling comfortable with each other. The students claimed these factors greatly aided the development of their writing skills.

Original language	English
Title of host publication	Tomorrow’s Learning
Subtitle of host publication	Involving Everyone. Learning with and about Technologies and Computing - 11th IFIP TC 3 World Conference on Computers in Education, WCCE 2017, Revised Selected Papers
Editors	Mary Webb, Arthur Tatnall
Publisher	Springer New York LLC
Pages	314-322
Number of pages	9
ISBN (Print)	9783319743097
DOIs	https://doi.org/10.1007/978-3-319-74310-3_33
Publication status	Published - 2017
Externally published	Yes
Event	11th IFIP TC 3 World Conference on Computers and Education, WCCE 2017 - Dublin, Ireland Duration: 3 Jul 2017 → 6 Jul 2017

Publication series

Name	IFIP Advances in Information and Communication Technology
Volume	515
ISSN (Print)	1868-4238

Conference

Conference	11th IFIP TC 3 World Conference on Computers and Education, WCCE 2017
Country/Territory	Ireland
City	Dublin
Period	3/07/17 → 6/07/17

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

Affective factors in online learning
Online collaborative writing
Web-based foreign language learning

Access to Document

10.1007/978-3-319-74310-3_33

Cite this

Selcuk, H. (2017). Peer affective factors in peer collaboration: Facebook-based collaborative writing activity among Turkish high school EFL learners. In M. Webb, & A. Tatnall (Eds.), Tomorrow’s Learning: Involving Everyone. Learning with and about Technologies and Computing - 11th IFIP TC 3 World Conference on Computers in Education, WCCE 2017, Revised Selected Papers (pp. 314-322). (IFIP Advances in Information and Communication Technology; Vol. 515). Springer New York LLC. https://doi.org/10.1007/978-3-319-74310-3_33

Selcuk, Hasan. / Peer affective factors in peer collaboration : Facebook-based collaborative writing activity among Turkish high school EFL learners. Tomorrow’s Learning: Involving Everyone. Learning with and about Technologies and Computing - 11th IFIP TC 3 World Conference on Computers in Education, WCCE 2017, Revised Selected Papers. editor / Mary Webb ; Arthur Tatnall. Springer New York LLC, 2017. pp. 314-322 (IFIP Advances in Information and Communication Technology).

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title = "Peer affective factors in peer collaboration: Facebook-based collaborative writing activity among Turkish high school EFL learners",

abstract = "This paper is about an investigation into student perceptions of peer affective factors during a Facebook-based collaborative writing activity among Turkish high school EFL learners. Two groups of three students, 16-year-old EFL learners at A2 level English proficiency (CEFR), undertook an online collaborative English short story writing exercise over seven weeks using Facebook. I gathered data from focus group discussions, online one-to-one chats and online discussion threads from both groups. Although small-scale, valuable insights were obtained into peer affective factors that emerged throughout the writing exercise, and were concerned with receiving/giving praise and motivational phrases, the use of informal language and humour in writing during the exercise as well as in relation to feeling comfortable with each other. The students claimed these factors greatly aided the development of their writing skills.",

keywords = "Affective factors in online learning, Online collaborative writing, Web-based foreign language learning",

author = "Hasan Selcuk",

note = "Publisher Copyright: {\textcopyright} 2017, IFIP International Federation for Information Processing.; 11th IFIP TC 3 World Conference on Computers and Education, WCCE 2017 ; Conference date: 03-07-2017 Through 06-07-2017",

year = "2017",

doi = "10.1007/978-3-319-74310-3\_33",

language = "English",

isbn = "9783319743097",

series = "IFIP Advances in Information and Communication Technology",

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Selcuk, H 2017, Peer affective factors in peer collaboration: Facebook-based collaborative writing activity among Turkish high school EFL learners. in M Webb & A Tatnall (eds), Tomorrow’s Learning: Involving Everyone. Learning with and about Technologies and Computing - 11th IFIP TC 3 World Conference on Computers in Education, WCCE 2017, Revised Selected Papers. IFIP Advances in Information and Communication Technology, vol. 515, Springer New York LLC, pp. 314-322, 11th IFIP TC 3 World Conference on Computers and Education, WCCE 2017, Dublin, Ireland, 3/07/17. https://doi.org/10.1007/978-3-319-74310-3_33

Peer affective factors in peer collaboration: Facebook-based collaborative writing activity among Turkish high school EFL learners. / Selcuk, Hasan.
Tomorrow’s Learning: Involving Everyone. Learning with and about Technologies and Computing - 11th IFIP TC 3 World Conference on Computers in Education, WCCE 2017, Revised Selected Papers. ed. / Mary Webb; Arthur Tatnall. Springer New York LLC, 2017. p. 314-322 (IFIP Advances in Information and Communication Technology; Vol. 515).

Research output: Chapter in Book/Report/Conference proceeding › Conference paper › Research › peer-review

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AU - Selcuk, Hasan

PY - 2017

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AB - This paper is about an investigation into student perceptions of peer affective factors during a Facebook-based collaborative writing activity among Turkish high school EFL learners. Two groups of three students, 16-year-old EFL learners at A2 level English proficiency (CEFR), undertook an online collaborative English short story writing exercise over seven weeks using Facebook. I gathered data from focus group discussions, online one-to-one chats and online discussion threads from both groups. Although small-scale, valuable insights were obtained into peer affective factors that emerged throughout the writing exercise, and were concerned with receiving/giving praise and motivational phrases, the use of informal language and humour in writing during the exercise as well as in relation to feeling comfortable with each other. The students claimed these factors greatly aided the development of their writing skills.

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KW - Online collaborative writing

KW - Web-based foreign language learning

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Selcuk H. Peer affective factors in peer collaboration: Facebook-based collaborative writing activity among Turkish high school EFL learners. In Webb M, Tatnall A, editors, Tomorrow’s Learning: Involving Everyone. Learning with and about Technologies and Computing - 11th IFIP TC 3 World Conference on Computers in Education, WCCE 2017, Revised Selected Papers. Springer New York LLC. 2017. p. 314-322. (IFIP Advances in Information and Communication Technology). doi: 10.1007/978-3-319-74310-3_33

Peer affective factors in peer collaboration: Facebook-based collaborative writing activity among Turkish high school EFL learners

Abstract

Publication series

Conference

UN SDGs

Keywords

Access to Document

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