Schedule: 2009-09-12 (15:00 - 15:45)
Parallel Session 3 (Room A-32)

Title: Editing Writing in an Online Learning Environment: superficial or global revision
Authors: Eleni Nikiforou
Abstract: The screen of the computer provides good practice for the writing process and functions as an exemplar for it since what is being written is not permanent in contrast to writing with pen on paper. The following research questions were addressed to explore the area and were investigated through the data: 1) Do students revise more when they write on a computer? 2) Do they revise their writing globally or on the surface? 3) Do the students co-operate or collaborate to edit their produced text?

Collaborative writing “generates discussions and activities which encourage an effective process of writing”(Hedge: 1998: 12). The teacher assumes the role of a facilitator and participates in the process of collaborative writing by giving feedback and advice where necessary. Teachers ought to facilitate learning and encourage students to engage in the “recursive process” of writing by raising awareness both for surface and global revision (Pennington: 1996, Davidson & Tomic: 1994, Piper: 1987). Research shows that students who write using a computer tend to be intolerant of mistakes and pay attention to the quality of the final text they produce (Neu & Scarcella: 1991). It is argued that it is quite common for learners to use the computer only to correct minor errors making thus the process of revising superficial (Hayes & Flower: 1980). In contrast to this view, it seems that even superficial revision has a place in language learning since it can function as motivation for writing to the learners. Jessel indicates that the ability to “present writing neatly” may “engender self-confidence in writing” (1997: 37).

This paper will report the results from data taken from tertiary EFL students writing collaboratively and/ or co-operatively in a wiki to complete a task. This paper focuses on the revisions and editing university students did to their text while completing a group task in a wiki for the purposes of an upper-intermediate to advance English language course. The methodology that lies behind the research is grounded theory. The research contacted is qualitative and as such the data is collected from the wiki and the history pages which kept track of the students work in the wiki. An attempt is made to distinguish between superficial and global revisions the students performed. Emphasis is given on the frequency the students entered the wiki to edit, and the quality of the revisions to their work. From the data we can also draw conclusions on whether the students collaborated or co-operated to edit their work. The discussion will round off with implications for future research and offer suggestions about how EFL students from the specific and similar contexts could be encouraged to revise in order to write better.

Bibliography

Davidson, C. & Tomic, A. (1994) “Removing computer phobia from the writing classroom” ELT Journal 48/3: 205-213

Flower, L.S. & Hayes, J.R. (1980) “Identifying the Organisation of Writing Processes” in Gregg, L.W. & Steinberg, E.R. (eds.) Cognitive Processes in Writing Hillsdale, N.J : Erlbaum Associates

Hedge, T. (1998) Writing Oxford: Oxford University Press

Jessel, J. (1997) “Children writing words and building thoughts. Does the word processor really help?” in Somekh, B. & Davis, N. (eds.) Using Information Technology Effectively in Teaching and Learning: Studies in Pre-service and In-service Teacher Education. London: Routledge

Neu, J. & Scarcella, R. (1991) “Word processing in the ESL Writing Classroom: A Survey of Student Attitudes” in Dunkel, P (ed.) Computer Assisted Language Learning and Testing. New York: Harper Collins

Pennington, M. (1996) “The Power of the Computer in Language Education” in Pennington, M. (ed.) The Power of CALL Athelstan

Piper, A. (1987) “Helping learners to write: a role for the word processor” ELT Journal 41/2: 119-125
Keywords: editing, global revision, superficial revision, collaborative writing, cooperative writing

Main topic: Research in new language learning environments

Biodata: I have a BA in English Language and Literature from the Aristotle University of Thessaloniki and an MEd in Educational Technology from the University of Manchester. I currently hold the position of Special Teaching Staff at the Language Centre of the University of Cyprus.
Type of presentation Paper presentation

Paper category Research

Target educational sector Higher education

Language of delivery English

EU-funded project No

Schedule:	2009-09-12 (15:00 - 15:45) Parallel Session 3 (Room A-32)
Title:	Editing Writing in an Online Learning Environment: superficial or global revision
Authors:	Eleni Nikiforou
Abstract:	The screen of the computer provides good practice for the writing process and functions as an exemplar for it since what is being written is not permanent in contrast to writing with pen on paper. The following research questions were addressed to explore the area and were investigated through the data: 1) Do students revise more when they write on a computer? 2) Do they revise their writing globally or on the surface? 3) Do the students co-operate or collaborate to edit their produced text? Collaborative writing “generates discussions and activities which encourage an effective process of writing”(Hedge: 1998: 12). The teacher assumes the role of a facilitator and participates in the process of collaborative writing by giving feedback and advice where necessary. Teachers ought to facilitate learning and encourage students to engage in the “recursive process” of writing by raising awareness both for surface and global revision (Pennington: 1996, Davidson & Tomic: 1994, Piper: 1987). Research shows that students who write using a computer tend to be intolerant of mistakes and pay attention to the quality of the final text they produce (Neu & Scarcella: 1991). It is argued that it is quite common for learners to use the computer only to correct minor errors making thus the process of revising superficial (Hayes & Flower: 1980). In contrast to this view, it seems that even superficial revision has a place in language learning since it can function as motivation for writing to the learners. Jessel indicates that the ability to “present writing neatly” may “engender self-confidence in writing” (1997: 37). This paper will report the results from data taken from tertiary EFL students writing collaboratively and/ or co-operatively in a wiki to complete a task. This paper focuses on the revisions and editing university students did to their text while completing a group task in a wiki for the purposes of an upper-intermediate to advance English language course. The methodology that lies behind the research is grounded theory. The research contacted is qualitative and as such the data is collected from the wiki and the history pages which kept track of the students work in the wiki. An attempt is made to distinguish between superficial and global revisions the students performed. Emphasis is given on the frequency the students entered the wiki to edit, and the quality of the revisions to their work. From the data we can also draw conclusions on whether the students collaborated or co-operated to edit their work. The discussion will round off with implications for future research and offer suggestions about how EFL students from the specific and similar contexts could be encouraged to revise in order to write better. Bibliography Davidson, C. & Tomic, A. (1994) “Removing computer phobia from the writing classroom” ELT Journal 48/3: 205-213 Flower, L.S. & Hayes, J.R. (1980) “Identifying the Organisation of Writing Processes” in Gregg, L.W. & Steinberg, E.R. (eds.) Cognitive Processes in Writing Hillsdale, N.J : Erlbaum Associates Hedge, T. (1998) Writing Oxford: Oxford University Press Jessel, J. (1997) “Children writing words and building thoughts. Does the word processor really help?” in Somekh, B. & Davis, N. (eds.) Using Information Technology Effectively in Teaching and Learning: Studies in Pre-service and In-service Teacher Education. London: Routledge Neu, J. & Scarcella, R. (1991) “Word processing in the ESL Writing Classroom: A Survey of Student Attitudes” in Dunkel, P (ed.) Computer Assisted Language Learning and Testing. New York: Harper Collins Pennington, M. (1996) “The Power of the Computer in Language Education” in Pennington, M. (ed.) The Power of CALL Athelstan Piper, A. (1987) “Helping learners to write: a role for the word processor” ELT Journal 41/2: 119-125
Keywords:	editing, global revision, superficial revision, collaborative writing, cooperative writing
Main topic:	Research in new language learning environments
Biodata:	I have a BA in English Language and Literature from the Aristotle University of Thessaloniki and an MEd in Educational Technology from the University of Manchester. I currently hold the position of Special Teaching Staff at the Language Centre of the University of Cyprus.
Type of presentation	Paper presentation
Paper category	Research
Target educational sector	Higher education
Language of delivery	English
EU-funded project	No