Self-regulation in Foreign Language Students’ Collaborative Discourse for Academic Writing: An Explorative Study on Epistemic Network Analysis
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Self-regulation in Foreign Language Students’ Collaborative Discourse for Academic Writing : An Explorative Study on Epistemic Network Analysis. / Peeters, Ward; Viberg, Olga; Spikol, Daniel.
Advances in Quantitative Ethnography - 4th International Conference, ICQE 2022, Proceedings. ed. / Crina Damşa; Amanda Barany. Springer, 2023. p. 254-269 (Communications in Computer and Information Science, Vol. 1785 CCIS).Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review
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TY - GEN
T1 - Self-regulation in Foreign Language Students’ Collaborative Discourse for Academic Writing
T2 - 4th International Conference on Quantitative Ethnography, ICQE 2022
AU - Peeters, Ward
AU - Viberg, Olga
AU - Spikol, Daniel
N1 - Publisher Copyright: © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
PY - 2023
Y1 - 2023
N2 - Computer-supported collaborative learning (CSCL) settings for academic writing have become a staple in foreign language classrooms in higher education. These settings allow learners to discuss their output, assist others and dialogically assess their learning progress. To successfully do so, however, learners need to be able to effectively self-regulate their learning process. The multiple contingencies of self-regulated learning (SRL) in online collaborative writing settings have hitherto received limited attention in research. Recent advances in learning analytics and quantitative ethnography, nevertheless, offer new opportunities to analyse learner discourse and reveal previously underexplored aspects of SRL. Through the use of epistemic network analysis (ENA), this study examines structural patterns in students’ use of SRL strategies and meta-strategies, and models their co-occurrence. Data were collected from a Facebook group integrated into an academic writing course for first-year foreign language majors of English (N = 123). The results illustrate how students engage in cognitive and meta-cognitive discourse, and show that other strategies and meta-strategies in the network mainly occur in isolation. The use of ENA, in addition, reveals the different contingencies in the SRL process over time. This study contributes to the fields of quantitative ethnography, learning analytics and SRL by: 1. Showing how ENA can add to our understanding of the SRL process, and 2. by discussing which self-regulatory strategies and meta-strategies are predominantly used in CSCL settings for academic writing, which ones deserve additional attention when integrating CSCL settings in this context, and what educational interventions can be designed as support.
AB - Computer-supported collaborative learning (CSCL) settings for academic writing have become a staple in foreign language classrooms in higher education. These settings allow learners to discuss their output, assist others and dialogically assess their learning progress. To successfully do so, however, learners need to be able to effectively self-regulate their learning process. The multiple contingencies of self-regulated learning (SRL) in online collaborative writing settings have hitherto received limited attention in research. Recent advances in learning analytics and quantitative ethnography, nevertheless, offer new opportunities to analyse learner discourse and reveal previously underexplored aspects of SRL. Through the use of epistemic network analysis (ENA), this study examines structural patterns in students’ use of SRL strategies and meta-strategies, and models their co-occurrence. Data were collected from a Facebook group integrated into an academic writing course for first-year foreign language majors of English (N = 123). The results illustrate how students engage in cognitive and meta-cognitive discourse, and show that other strategies and meta-strategies in the network mainly occur in isolation. The use of ENA, in addition, reveals the different contingencies in the SRL process over time. This study contributes to the fields of quantitative ethnography, learning analytics and SRL by: 1. Showing how ENA can add to our understanding of the SRL process, and 2. by discussing which self-regulatory strategies and meta-strategies are predominantly used in CSCL settings for academic writing, which ones deserve additional attention when integrating CSCL settings in this context, and what educational interventions can be designed as support.
KW - Academic writing
KW - CSCL
KW - Epistemic Network Analysis
KW - Foreign language learning
KW - Learning Analytics
KW - Self-regulated learning
U2 - 10.1007/978-3-031-31726-2_18
DO - 10.1007/978-3-031-31726-2_18
M3 - Article in proceedings
AN - SCOPUS:85161437413
SN - 9783031317255
T3 - Communications in Computer and Information Science
SP - 254
EP - 269
BT - Advances in Quantitative Ethnography - 4th International Conference, ICQE 2022, Proceedings
A2 - Damşa, Crina
A2 - Barany, Amanda
PB - Springer
Y2 - 15 October 2022 through 19 October 2022
ER -
ID: 390289197