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首页> 外文期刊>Computer assisted language learning >Exploring the affordances of The Writing Portal (TWP) as an online supplementary writing platform (for the special issue of GLoCALL 2013 and 2014 conference papers)
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Exploring the affordances of The Writing Portal (TWP) as an online supplementary writing platform (for the special issue of GLoCALL 2013 and 2014 conference papers)

机译：探索The Writing Portal（TWP）作为在线辅助写作平台的能力（针对GLoCALL 2013和2014年会议论文的特刊）

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摘要

The writing process has traditionally been seen as a lonely journey' to typify the lack of support that students experience for writing outside the classroom. This paper examines an attempt of The Writing Portal (TWP), a supplementary online writing platform, to support students' writing needs throughout the five stages of the writing process, viz., planning, drafting, revising, editing, and publishing. Social constructivist principles underpin TWP, which was designed to engender collaboration amongst its student participants. Not only does TWP provide links to evaluated Internet resources and a writing portfolio, but it also features collaboration tools such as the Group Forum, chat, a writing portfolio, a private messaging system, and a comment function for pages or articles created. Thus, it is very much akin to a one-stop centre' for academic writing within a flexible and supportive environment. In this qualitative case study, 16 third-year TESL pre-service teachers at a Malaysian Teacher Education Institute embarked on a 12-week writing course using TWP. Qualitative data in the form of students' online discourses, task reflections, log files, and digital artefacts were captured to explore how TWP's affordances supported students' writing needs. In addition, Soller's collaborative learning conversation skills (CLCS) taxonomy was used as an analytical framework to investigate the collaborative learning engendered in the online environment. The findings indicate that TWP served its purpose by addressing students' writing needs at all stages of the writing process as they accomplished multiple writing tasks. Additionally, evidence of collaborative learning is evident in three functions of TWP: the Group Forum, chat, and the comments for pages/articles. However, there are differences between the frequencies of the specific skills used for each function. To conclude, TWP appears to be a successful tool at supporting students at all stages of the writing process.
机译：传统上，写作过程被视为孤独的旅程，这代表了学生缺乏在课堂上写作的经验。本文考察了在线写作平台The Writing Portal（TWP）在整个写作过程的五个阶段（即计划，草拟，修订，编辑和出版）中支持学生的写作需求的尝试。社会建构主义原则是TWP的基础，TWP旨在促进学生参与者之间的合作。 TWP不仅提供到评估的Internet资源和写作档案的链接，而且还具有协作工具，例如组论坛，聊天，写作档案，私人消息传递系统以及对创建的页面或文章的评论功能。因此，它非常类似于在灵活和支持性的环境中进行学术写作的一站式中心。在此定性案例研究中，马来西亚教师教育学院的16名TESL三年级职前教师着手使用TWP进行了为期12周的写作课程。捕获了学生在线话语，任务反思，日志文件和数字文物等形式的定性数据，以探索TWP的能力如何满足学生的写作需求。此外，索勒（Soller）的协作学习对话技能（CLCS）分类法被用作分析框架来研究在线环境中产生的协作学习。研究结果表明，TWP通过在完成多个写作任务时满足学生在写作过程的所有阶段的写作需求来实现其目的。此外，在TWP的三个功能中可以明显看出协作学习的证据：小组论坛，聊天和对页面/文章的评论。但是，每个功能所使用的特定技能的频率之间存在差异。总而言之，TWP似乎是在写作过程的所有阶段支持学生的成功工具。

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