Online peer conferencing in academic writing

Jung-Ts Lin; Chih-Hua Kuo

doi:10.29140/jaltcall.v7n2.112

Authors

Jung-Ts Lin TESOL Graduate Institute, National Chiao Tung University, Taiwan
Chih-Hua Kuo TESOL Graduate Institute, National Chiao Tung University, Taiwan

DOI: https://doi.org/10.29140/jaltcall.v7n2.112

Abstract

Computer-assisted language learning (CALL) has been used in language education in various forms to facilitate classroom interaction, provide language scaffolding, or promote learning autonomy. The present study explored how peer conferencing through synchronous computer-mediated communication (SCMC) can serve as a pre-writing consciousness-raising activity for learning the rhetorical structure of research articles. Participants were 13 TESOL graduate students in an EAP course. Their text-based interactions were saved and analyzed in terms of turn-taking and meaning negotiation. A questionnaire was also administered to access students’ attitudes towards online discussion. Results showed that advanced EAP students were goal-oriented and closely collaborated with each other in the process of online discussion.

Suggested Citation:

Lin, J.-T., & Kuo, C.-H. (2011). Online peer conferencing in academic writing. The JALT CALL Journal, 7(2), 121–136. https://doi.org/10.29140/jaltcall.v7n2.112