Exploring Collaborative Summary Writing Strategies and Interaction Patterns Among Korean EFL College Students
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study explores the collaborative strategies employed by EFL college students and the interaction patterns that emerge during the collaborative writing of summaries. It also examines students’ perceptions of the strengths and weaknesses of these strategies and evaluates their effectiveness in producing high-quality summaries. Data were collected from 34 students enrolled in a 15-week advanced writing course through collaboratively written summaries, reflective journal entries, and interviews. The data were analyzed qualitatively, including thematic analysis of interviews and journals, along with rubric assessments of group summaries. Findings reveal that students utilized various collaborative strategies and interaction patterns to complete writing tasks. Although students acknowledged the benefits of collective scaffolding, they found negotiations and sharing opinions challenging. Regarding summary quality, the strategy where one person handled the final editing was rated the highest, while fully collaborative group work resulted in lower-quality summaries. These results suggest that an active group dynamic does not always lead to optimal outcomes. The study discusses implications for designing effective group writing activities and offers insights for educators aiming to enhance collaboration in EFL settings.
Abstract
This study explores the collaborative strategies employed by EFL college students and the interaction patterns that emerge during the collaborative writing of summaries. It also examines students’ perceptions of the strengths and weaknesses of these strategies and evaluates their effectiveness in producing high-quality summaries. Data were collected from 34 students enrolled in a 15-week advanced writing course through collaboratively written summaries, reflective journal entries, and interviews. The data were analyzed qualitatively, including thematic analysis of interviews and journals, along with rubric assessments of group summaries. Findings reveal that students utilized various collaborative strategies and interaction patterns to complete writing tasks. Although students acknowledged the benefits of collective scaffolding, they found negotiations and sharing opinions challenging. Regarding summary quality, the strategy where one person handled the final editing was rated the highest, while fully collaborative group work resulted in lower-quality summaries. These results suggest that an active group dynamic does not always lead to optimal outcomes. The study discusses implications for designing effective group writing activities and offers insights for educators aiming to enhance collaboration in EFL settings.
참고문헌 (37)
- Braun, V., "Using thematic analysis in psychology", Qualitative Research in Psychology, 3(2), pp.77~101 (2006)[DOI]
- Caple, H., "Making group assessment transparent : What Wikis can contribute to collaborative projects", Assessment & Evaluation Education Society, 38(2), pp.198~210 (2013)[DOI]
- Cho, H., "Synchronous web-based collaborative writing : Factors mediating interaction among second-language writers", Journal of Second Language Writing, 36, pp.37~51 (2017)[DOI]
- Choy, S., "Effects of teaching paraphrasing skills to students learning summary writing in ESL", Journal of Teaching and Learning, 8(2), pp.77~89 (2012)[DOI]
- Chuenchaichon, Y., "The problems of summary writing encountered by Thai EFL students : A case study of the fourth year English major students at Naresuan University", English Language Teaching, 15(6), pp.15~31 (2022)[DOI]
- Donato, R., "Vygostkian approaches to second language resea", pp.33~56 (1994), Ablex
- Fernández Dobao, A., "Collaborative writing tasks in the L2 classroom : Comparing group, pair, and individual work", Journal of Second Language Writing, 21(1), pp.40~58 (2012)[DOI]
- Friend, R., "Effects of strategy instruction on summary writing of college students", Contemporary Educational Psychology, 26(1), pp.3~24 (2001)[DOI]
- Gutiérrez, X., "What does metalinguistic activity in learners’ interaction during a collaborative L2 writing task look like?", The Modern Language Journal, 92(4), pp.519~537 (2008)[DOI]
- Hedgcock, J., "Teaching readers of English students" (2009), Routledge
- Hidi, S., "Producing written summaries : Task demands, cognitive operations, and implications for instruction", Review of Educational Research, 56(4), pp.473~493 (1986)[DOI]
- Johns, A. M., "An analysis of summary protocols of university ESL students", Applied Linguistics, 11(3), pp.253~271 (1990)[DOI]
- Jong, Y., "Comparison of different types of writing and individual, pair, and group work on English writing tasks", English Language & Literature Teaching, 22(4), pp.21~43 (2016)
- Kim, J., "A qualitative study on Korean college students’ lack of summarizing ability", Journal of the Korea English Education Society, 18(1), pp.1~23 (2019)[DOI]
- Kim, J., "The effects of collaborative writing activity on EFL learners’writing ability", Korean Journal of General Education, 14(2), pp.131~145 (2020)
- Kim, J., "A qualitative study on Korean college students’ lack of summarizing ability", Journal of the Korea English Education Society, 18(1), pp.1~23 (2021)[DOI]
- Kim, J., "The use of summarizing task through collaborative learning and peer feedback", English Language Teaching, 33(2), pp.37~61 (2021)[DOI]
- Kim, S., "A description of college students’ writing process : A strategy-based approach", English Teaching, 56(4), pp.55~73 (2001)
- Kim, S., "The use of textual borrowing strategies by EFL college writers in summary task", Linguistic Research, 26(1), pp.45~65 (2009)[DOI]
- Kim, S., "Characteristics of Korean high school students’ summary writing of English reading texts", Korean Journal of Applied Linguistics, 32(4), pp.89~118 (2016)[DOI]
- Kirkland, M., "Maximizing student performance in summary writing : Managing cognitive load", TESOL Quarterly, 25(1), pp.105~121 (1991)[DOI]
- Kuiken, F., "New directions for research in L2 writing", pp.169~188 (2002), Kluwer
- Kwak, H., "A study on the characteristics of summary writing by Korean university students in EFL context", Journal of Learner-Centered Curriculum and Instruction, 21(9), pp.619~634 (2021)[DOI]
- Landis, J. R., "The measurement of observer agreement for categorical data", Biometrics, 33(1), pp.159~174 (1977)[DOI]
- Lee, Y., "Collaborative writing in L2 : Its effect, student perspectives, and teaching strategies", Studies in British and American Language and Literature, 108, pp.169~187 (2013)
- Liao, M., "Students’ behaviors and views of paraphrasing and inappropriate textual borrowing in an EFL academic setting", Journal of Pan-Pacific Association of Applied Linguistics, 14(2), pp.187~211 (2010)
- Lingard, L., "Collaborative writing : Strategies and activities for writing productively together", Perspectives on Medical Education, 10, pp.163~166 (2021)[DOI]
- Lo, K., "The effects of collaborative summary writing on university students’ L2 writing development", English Language & Literature Teaching, 25(1), pp.99~121 (2019)
- McDonough, K., "Learner-learner interaction during pair and small group activities in a Thai EFL context", System, 32(2), pp.207~224 (2004)[DOI]
- Shehadeh, A., "Effects and student perceptions of collaborative writing in L2", Journal of Second Language Writing, 20(4), pp.286~305 (2011)[DOI]
- Storch, N., "Patterns of interaction in ESL pair work", Language Learning, 52(1), pp.119~158 (2002)[DOI]
- Storch, N., "Collaborative writing : Product, process, and students’reflections", Journal of Second Language Writing, 14(3), pp.153~173 (2005)[DOI]
- Storch, N., "Metatalk in a pair work activity : Level of engagement and implications for language development", Language Awareness, 17(2), pp.95~114 (2008)
- Storch, N., "Collaborative writing in L2 classrooms: New perspectives on language & education (Vol. 31)" (2013), Multilingual Matters
- Storch, N., "Is there a role for the use of the L1 in an L2 setting?", TESOL Quarterly, 37(4), pp.760~770 (2003)[DOI]
- Sun, Y., "Using a two-tier test in examining Taiwan graduate students’perspectives on paraphrasing strategies", Asia Pacific Education Review, 10(3), pp.399~408 (2009)[DOI]
- Yamanishi, H., "Developing a scoring rubric for L2 summary writing : A hybrid approach combining analytic and holistic assessment", Language Testing in Asia, 9, pp.1~22 (2019)[DOI]
