I would like to pursue my Phd and examine
the role of diverse socio-emotional or environmental characteristics (e.g., efficacy, aptitude, anxiety, strategy, technology skills, and curriculum in students’ collaborative writing;
investigate collaboration trajectories, such as changes in written participation (e.g., amount of writing, revision) across different phases of collaboration;
observe students’ scaffolding and mediation in oral discussion may impact the amount of their written contribution; examine diverse channels of student collaboration (e.g., verbal discussion, commenting, and chat;
investigate the context-specific factors (e.g., participant background, curriculum context, and teacher role.
Which framework can best fit in answering these above mentioned questions?
I hope that you might suggest a framework like Digman’s big five model which was used in preparing ACT Tessera test to measure socio emotional learning skills.
Good morning
Larsen-Ledet, I., Korsgaard, H., & Bødker, S. (2020). Collaborative Writing Across Multiple Artifact Ecologies. In Chi'20: Proceedings of the 2020 Chi Conference on Human Factors in Computing Systems. ACM Digital Library.
Hsieh, Y. C. (2020). Learner interactions in face-to-face collaborative writing with the support of online resources. ReCALL, 32(1), 85-105.
Veramuthu, P., & Shah, P. M. (2020). Effectiveness of Collaborative Writing among Secondary School Students in an ESL Classroom. Creative Education, 11(1), 54-67.
Best regards
Ingrid García
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