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^*

^*Šī darba korespondējošais autors

King's College London

Zinātniskās darbības rezultāts: Nodaļa grāmatā/enciklopēdijā/konferences krājumā › Konferences zinātniskais raksts › Pētniecība › koleģiāli recenzēts

5 Atsauces (Scopus)

Kopsavilkums

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.

Oriģinālvaloda	Angļu
Rīkotāja publikācijas nosaukums	Tomorrow’s Learning
Rīkotāja publikācijas apakšnosaukums	Involving Everyone. Learning with and about Technologies and Computing - 11th IFIP TC 3 World Conference on Computers in Education, WCCE 2017, Revised Selected Papers
Redaktori	Mary Webb, Arthur Tatnall
Izdevējs	Springer New York LLC
Lapas	314-322
Lapu skaits	9
ISBN (Drukātā versija)	9783319743097
DOIs	https://doi.org/10.1007/978-3-319-74310-3_33
Publikācijas statuss	Publicēts - 2017
Ārēji publicēts	Jā
Pasākums	11th IFIP TC 3 World Conference on Computers and Education, WCCE 2017 - Dublin, Īrija Ilgums: 3 jūl. 2017 → 6 jūl. 2017

Publikāciju sērijas

Nosaukums	IFIP Advances in Information and Communication Technology
Sējums	515
ISSN (Drukātā versija)	1868-4238

Konference

Konference	11th IFIP TC 3 World Conference on Computers and Education, WCCE 2017
Valsts/Teritorija	Īrija
Pilsēta	Dublin
Periods	3/07/17 → 6/07/17

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

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Selcuk, H. (2017). Peer affective factors in peer collaboration: Facebook-based collaborative writing activity among Turkish high school EFL learners. (gadā) M. Webb, & A. Tatnall (Red.), 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 (lpp. 314-322). (IFIP Advances in Information and Communication Technology; Sēj. 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. redaktors / Mary Webb ; Arthur Tatnall. Springer New York LLC, 2017. lpp. 314-322 (IFIP Advances in Information and Communication Technology).

@inproceedings{7e7104af002444b2ae8163097a470d1b,

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",

publisher = "Springer New York LLC",

pages = "314--322",

editor = "Mary Webb and Arthur Tatnall",

booktitle = "Tomorrow{\textquoteright}s Learning",

}

Selcuk, H 2017, Peer affective factors in peer collaboration: Facebook-based collaborative writing activity among Turkish high school EFL learners. (kur) M Webb & A Tatnall (red.), 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, sēj. 515, Springer New York LLC, lpp. 314-322, 11th IFIP TC 3 World Conference on Computers and Education, WCCE 2017, Dublin, Īrija, 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. red. / Mary Webb; Arthur Tatnall. Springer New York LLC, 2017. lpp. 314-322 (IFIP Advances in Information and Communication Technology; Sēj. 515).

Zinātniskās darbības rezultāts: Nodaļa grāmatā/enciklopēdijā/konferences krājumā › Konferences zinātniskais raksts › Pētniecība › koleģiāli recenzēts

TY - GEN

T1 - Peer affective factors in peer collaboration

T2 - 11th IFIP TC 3 World Conference on Computers and Education, WCCE 2017

AU - Selcuk, Hasan

PY - 2017

Y1 - 2017

N2 - 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.

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.

KW - Affective factors in online learning

KW - Online collaborative writing

KW - Web-based foreign language learning

UR - https://www.scopus.com/pages/publications/85041504186

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

M3 - Conference paper

AN - SCOPUS:85041504186

SN - 9783319743097

T3 - IFIP Advances in Information and Communication Technology

SP - 314

EP - 322

BT - Tomorrow’s Learning

A2 - Webb, Mary

A2 - Tatnall, Arthur

PB - Springer New York LLC

Y2 - 3 July 2017 through 6 July 2017

ER -

Selcuk H. Peer affective factors in peer collaboration: Facebook-based collaborative writing activity among Turkish high school EFL learners. (gadā) Webb M, Tatnall A, redaktori, 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. lpp. 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

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