Findings: We ascertain that students of varying language fluencies participated more equally when they were able to remain anonymous. The study further reveals varied degree of success and student comfort level in participating writing tasks in three modalities. Contribution: This builds on research of online collaborative writing tools and suggests that using such tools (Google Docs in particular) is beneficial, especially for students who are building their language abilities. Methodology: Through face-to-face, online, and anonymous writing activities, a rubric, and a survey, this quantitative study asks if anonymous collaborative writing, compared to other modalities, equalizes participation among students of varying language fluencies, and if anonymous collaborative writing, compared to other modalities, affect student comfort levels. Although it is shown in literature to be a worthwhile endeavor for students of all ages and ability levels, no studies have investigated the differences it makes, namely, in comparison to traditional face-to-face collaboration in the classroom, and to anonymous online collaboration in the virtual space. Educators and researchers then turn to collaborative writing with the assistance of online technology. The research literature finds that ELLs are statistically behind their monolingual peers on such key language and academic development indicators as writing. Background: English Language Learners (ELLs) make up a considerable portion of elementary and secondary public school students, as language and ethnic diversity has become the norm in the United States. To be exact, the paper discusses whether student participation in anonymous collaborative writing via Google Docs can lead to more successful products in a linguistically diverse eighth-grade English Language Arts classroom. Aim/Purpose: In this study, the authors examine how an online word processing tool can be used to encourage participation among students of different language backgrounds, including English Language Learners.
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