Synthesizing Effective Strategies for IT-Mediated Writing: A Meta-Ethnographic Study
Keywords:
IT-mediated writing, effective strategies, meta-ethnography, Collaborative learning, scaffolding, Feedback, Learner autonomy
Abstract
This meta-ethnographic study aims to synthesize effective strategies for IT-mediated writing learning by examining the existing literature on the topic. The study adopts a systematic search and selection process, which results in the inclusion of 20 studies that met the pre-determined inclusion criteria. The findings reveal six overarching themes that represent effective strategies for IT-mediated writing learning, which include (1) collaborative learning, (2) scaffolding, (3) feedback, (4) learner autonomy, (5) multimodal approaches, and (6) contextualization. These themes offer insights into how IT can be used effectively to enhance writing learning in educational settings, particularly in the context of EFL learning. The study concludes by discussing the implications of these findings for both research and practice, and highlighting the need for further research in this area.
References
Belz, J. A., & Vyatkina, N. (2015). Learner corpus research and L2 writing pedagogy: Needs, challenges, and opportunities. Annual Review of Applied Linguistics, 35, 232-256.
Belz, J. A., & Vyatkina, N. (2015). Learner corpus research meets second language acquisition: L2 writing and the Teaching/Learning of Writing. Annual Review of Applied Linguistics, 35, 127-149.
Benson, P., & Reinders, H. (2011). Beyond the language classroom. Palgrave Macmillan.
Bista, K., & Liu, M. (2018). Online peer feedback in second language writing: A systematic review. Journal of Second Language Writing, 39, 69-86.
Chen, N. S., & Hsieh, S. W. (2014). Effects of different computer-mediated teacher roles on ESL students’ computer-mediated communication and English learning. Language Learning & Technology, 18(1), 79-102.
Cheng, W., Warren, M., & Xun, L. (2019). The effectiveness of different types of corrective feedback in writing improvement among English as a foreign language (EFL) learners: A meta-analysis. System, 85, 28-41.
Choi, J., & Lee, J. (2018). Examining the effects of text chat, audio chat, and face-to-face communication on Korean EFL learners’ oral proficiency and willingness to communicate. Language Learning & Technology, 22(3), 94-119.
Coker, D. (2016). The effects of wikis on ESL learners’ writing achievement and motivation. Language Learning & Technology, 20(1), 178-197.
Ferris, D. (2003). Response to student writing: Implications for second language students. Mahwah, NJ: Lawrence Erlbaum.
Flowerdew, J. & Peacock, M. (2001). The EAP curriculum: Issues, methods, and challenges. In J. Flowerdew & M. Peacock (Eds.), Research perspectives on English for academic purposes (pp. 119-132). Cambridge: Cambridge University Press.
Hadidi, N. & Swanson, M. (2016). Multimodal approaches to writing pedagogy: A critical synthesis. Computers and Composition, 39, 254-270.
Harasim, L. (2017). Learning theory and online technologies. Routledge.
Hauck, M., & Stickler, U. (2015). Synchronous and asynchronous communication in online language learning: A review of the research. Computer Assisted Language Learning, 28(4), 293-316.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.
Hu, G. (2013). Microblogging-supported peer feedback in a Chinese as a foreign language writing classroom. ReCALL, 25(3), 307-327.
Hwang, W., & Choi, H. (2017). Feedback on EFL learners' writing from sources other than the teacher: A study of self-correction and peer feedback. Language Learning & Technology, 21(2), 34-54.
Hwang, Y., & Choi, H. (2017). Investigating the effects of teacher-written feedback on Korean EFL learners’ writing performance and motivation. Language Learning & Technology, 21(3), 142-164.
Hyland, K. (2004). Disciplinary discourses: Social interactions in academic writing. University of Michigan Press.
Hyland, K. (2018). Teaching and researching writing (3rd ed.). Routledge.
Kang, M. J., & Kim, J. Y. (2020). Exploring L2 writers' experiences with automated feedback on writing. Language Learning & Technology, 24(1), 75-96.
Kessler, G. & Bikowski, D. (2010). Developing collaborative autonomous learning abilities in computer-mediated language learning: Attention to meaning among learners of differing cultural backgrounds. Calico Journal, 28(1), 9-48.
Kessler, G., Bikowski, D., & Boggs, J. (2012). Collaborative writing among second language learners in academic web-based projects. Language Learning & Technology, 16(1), 91-109.
Lee, I. (2019). The impact of multimodal digital feedback on EFL students’ writing: A mixed-methods study. Language Learning & Technology, 23(2), 128-149.
Lee, J. F. (2013). Synchronous voice-based computer-mediated communication and L2 oral proficiency development. Calico Journal, 30(3), 259-279.
Lee, L. (2013). Enhancing learners’ communication skills through synchronous voice-based computer-mediated communication: An empirical study. Language Learning & Technology, 17(2), 117-142.
Li, C. (2018). Analyzing multimodal features of writing-to-learn tasks in online writing instruction. Language Learning & Technology, 22(2), 67-89.
Li, L. (2018). Multimodal writing-to-learn tasks in online writing instruction: A systematic review. Educational Research Review, 23, 33-53.
Li, L., & Zhu, W. (2021). The impact of online peer feedback on EFL learners’ writing skills: A meta-analysis. Educational Psychology Review, 1-29.
Liao, H. C., & Hsieh, P. H. (2017). Incorporating mobile instant messaging into English writing instruction: Engaging students in peer feedback. Journal of Educational Computing Research, 55(4), 506-532.
Liu, M. (2019). Technology-mediated TBLT in L2 writing. Language Teaching, 52(2), 171-187.
Lu, X., & Liu, M. (2013). Understanding Chinese EFL students’ composing processes in multimodal/multimedia writing environments: A case study of a collaborative wiki-based writing project. Calico Journal, 30(3), 277-298.
Magno, C. (2018). Writing tasks, prompts, and feedback in a technology-mediated EFL writing class. Language Learning & Technology, 22(2), 136-159.
Malpass, A., Shaw, A., Kibirige, J., & Fertleman, C. (2016). Synthesising qualitative research: a review of published reports. BMJ Quality & Safety, 25(10), 770-778.
Mawad, N. M., & Hassan, A. A. (2018). The effect of wiki-based collaborative writing on EFL students’ writing performance and attitudes: A case study. Computers & Education, 126, 1-14.
Nagata, N. (2019). Learners’ perspectives on an automated writing evaluation program. Language Learning & Technology, 23(1), 106-129.
Nation, I.S.P. (2013). Learning vocabulary in lexical sets: Dangers and guidelines. TESOL Journal, 4(2), 9-10.
Noblit, G. W., & Hare, R. D. (1988). Meta-ethnography: Synthesizing qualitative studies (Vol. 11). Sage publications.
Polio, C., & Shi, L. (2014). Effect of task type on the use of text-based and graphics-based annotation during L2 revision. Journal of Second Language Writing, 25, 36-54.
Polio, C., & Shi, L. (2014). Using task-based data to explore revision in L2 writing. Journal of Second Language Writing, 23, 1-16.
Rahimi, M., Zhang, W., & Liang, J. C. (2017). A review of cloud computing in e-learning. The International Review of Research in Open and Distributed Learning, 18(5).
Rashid, M., & Asghar, H. M. (2016). Effectiveness of multimedia-based instruction in learning chemistry: A study of gender differences. Education and Information Technologies, 21(2), 299-312.
Rashid, M., & Asghar, H. M. (2016). Multimedia-based instruction: A comparative study of learning outcomes with traditional and computerized methods. Journal of Education and Practice, 7(4), 152-162.
Robinson, P. (2015). Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty. International Review of Applied Linguistics in Language Teaching, 53(1), 1-28.
Son, J. B., & Park, S. (2018). Effects of a computer-mediated communication (CMC) tool on Korean EFL learners’ writing performance and motivation. Computer Assisted Language Learning, 31(7), 761-780.
Villamin, A.T. (2012). Constructive feedback in the L2 writing classroom: What do students and teachers think? Journal of Response to Writing, 1(1), 149-168.
Warschauer, M., & Liaw, M. L. (2011). Emerging technologies and distributed learning. In M. Celce-Murcia, D. M. Brinton, & M. A. Snow (Eds.), Teaching English as a second or foreign language (pp. 463-484). National Geographic Learning/Cengage Learning.
Yang, M., & Wang, J. (2016). A meta-analysis of web-based technologies in language learning. Journal of Educational Computing Research, 54(4), 470-489.
Yang, S. C., & Chen, I. J. (2015). Online feedback and revision: Learners’ use of feedback types and their associations with revision behaviors and text quality. Language Learning & Technology, 19(1), 124-151.
Zhang, J., & Barber, B. (2019). Effects of online feedback on writing revision: A meta-analysis. Educational Psychology Review, 31(4), 847-880.
Belz, J. A., & Vyatkina, N. (2015). Learner corpus research meets second language acquisition: L2 writing and the Teaching/Learning of Writing. Annual Review of Applied Linguistics, 35, 127-149.
Benson, P., & Reinders, H. (2011). Beyond the language classroom. Palgrave Macmillan.
Bista, K., & Liu, M. (2018). Online peer feedback in second language writing: A systematic review. Journal of Second Language Writing, 39, 69-86.
Chen, N. S., & Hsieh, S. W. (2014). Effects of different computer-mediated teacher roles on ESL students’ computer-mediated communication and English learning. Language Learning & Technology, 18(1), 79-102.
Cheng, W., Warren, M., & Xun, L. (2019). The effectiveness of different types of corrective feedback in writing improvement among English as a foreign language (EFL) learners: A meta-analysis. System, 85, 28-41.
Choi, J., & Lee, J. (2018). Examining the effects of text chat, audio chat, and face-to-face communication on Korean EFL learners’ oral proficiency and willingness to communicate. Language Learning & Technology, 22(3), 94-119.
Coker, D. (2016). The effects of wikis on ESL learners’ writing achievement and motivation. Language Learning & Technology, 20(1), 178-197.
Ferris, D. (2003). Response to student writing: Implications for second language students. Mahwah, NJ: Lawrence Erlbaum.
Flowerdew, J. & Peacock, M. (2001). The EAP curriculum: Issues, methods, and challenges. In J. Flowerdew & M. Peacock (Eds.), Research perspectives on English for academic purposes (pp. 119-132). Cambridge: Cambridge University Press.
Hadidi, N. & Swanson, M. (2016). Multimodal approaches to writing pedagogy: A critical synthesis. Computers and Composition, 39, 254-270.
Harasim, L. (2017). Learning theory and online technologies. Routledge.
Hauck, M., & Stickler, U. (2015). Synchronous and asynchronous communication in online language learning: A review of the research. Computer Assisted Language Learning, 28(4), 293-316.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.
Hu, G. (2013). Microblogging-supported peer feedback in a Chinese as a foreign language writing classroom. ReCALL, 25(3), 307-327.
Hwang, W., & Choi, H. (2017). Feedback on EFL learners' writing from sources other than the teacher: A study of self-correction and peer feedback. Language Learning & Technology, 21(2), 34-54.
Hwang, Y., & Choi, H. (2017). Investigating the effects of teacher-written feedback on Korean EFL learners’ writing performance and motivation. Language Learning & Technology, 21(3), 142-164.
Hyland, K. (2004). Disciplinary discourses: Social interactions in academic writing. University of Michigan Press.
Hyland, K. (2018). Teaching and researching writing (3rd ed.). Routledge.
Kang, M. J., & Kim, J. Y. (2020). Exploring L2 writers' experiences with automated feedback on writing. Language Learning & Technology, 24(1), 75-96.
Kessler, G. & Bikowski, D. (2010). Developing collaborative autonomous learning abilities in computer-mediated language learning: Attention to meaning among learners of differing cultural backgrounds. Calico Journal, 28(1), 9-48.
Kessler, G., Bikowski, D., & Boggs, J. (2012). Collaborative writing among second language learners in academic web-based projects. Language Learning & Technology, 16(1), 91-109.
Lee, I. (2019). The impact of multimodal digital feedback on EFL students’ writing: A mixed-methods study. Language Learning & Technology, 23(2), 128-149.
Lee, J. F. (2013). Synchronous voice-based computer-mediated communication and L2 oral proficiency development. Calico Journal, 30(3), 259-279.
Lee, L. (2013). Enhancing learners’ communication skills through synchronous voice-based computer-mediated communication: An empirical study. Language Learning & Technology, 17(2), 117-142.
Li, C. (2018). Analyzing multimodal features of writing-to-learn tasks in online writing instruction. Language Learning & Technology, 22(2), 67-89.
Li, L. (2018). Multimodal writing-to-learn tasks in online writing instruction: A systematic review. Educational Research Review, 23, 33-53.
Li, L., & Zhu, W. (2021). The impact of online peer feedback on EFL learners’ writing skills: A meta-analysis. Educational Psychology Review, 1-29.
Liao, H. C., & Hsieh, P. H. (2017). Incorporating mobile instant messaging into English writing instruction: Engaging students in peer feedback. Journal of Educational Computing Research, 55(4), 506-532.
Liu, M. (2019). Technology-mediated TBLT in L2 writing. Language Teaching, 52(2), 171-187.
Lu, X., & Liu, M. (2013). Understanding Chinese EFL students’ composing processes in multimodal/multimedia writing environments: A case study of a collaborative wiki-based writing project. Calico Journal, 30(3), 277-298.
Magno, C. (2018). Writing tasks, prompts, and feedback in a technology-mediated EFL writing class. Language Learning & Technology, 22(2), 136-159.
Malpass, A., Shaw, A., Kibirige, J., & Fertleman, C. (2016). Synthesising qualitative research: a review of published reports. BMJ Quality & Safety, 25(10), 770-778.
Mawad, N. M., & Hassan, A. A. (2018). The effect of wiki-based collaborative writing on EFL students’ writing performance and attitudes: A case study. Computers & Education, 126, 1-14.
Nagata, N. (2019). Learners’ perspectives on an automated writing evaluation program. Language Learning & Technology, 23(1), 106-129.
Nation, I.S.P. (2013). Learning vocabulary in lexical sets: Dangers and guidelines. TESOL Journal, 4(2), 9-10.
Noblit, G. W., & Hare, R. D. (1988). Meta-ethnography: Synthesizing qualitative studies (Vol. 11). Sage publications.
Polio, C., & Shi, L. (2014). Effect of task type on the use of text-based and graphics-based annotation during L2 revision. Journal of Second Language Writing, 25, 36-54.
Polio, C., & Shi, L. (2014). Using task-based data to explore revision in L2 writing. Journal of Second Language Writing, 23, 1-16.
Rahimi, M., Zhang, W., & Liang, J. C. (2017). A review of cloud computing in e-learning. The International Review of Research in Open and Distributed Learning, 18(5).
Rashid, M., & Asghar, H. M. (2016). Effectiveness of multimedia-based instruction in learning chemistry: A study of gender differences. Education and Information Technologies, 21(2), 299-312.
Rashid, M., & Asghar, H. M. (2016). Multimedia-based instruction: A comparative study of learning outcomes with traditional and computerized methods. Journal of Education and Practice, 7(4), 152-162.
Robinson, P. (2015). Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty. International Review of Applied Linguistics in Language Teaching, 53(1), 1-28.
Son, J. B., & Park, S. (2018). Effects of a computer-mediated communication (CMC) tool on Korean EFL learners’ writing performance and motivation. Computer Assisted Language Learning, 31(7), 761-780.
Villamin, A.T. (2012). Constructive feedback in the L2 writing classroom: What do students and teachers think? Journal of Response to Writing, 1(1), 149-168.
Warschauer, M., & Liaw, M. L. (2011). Emerging technologies and distributed learning. In M. Celce-Murcia, D. M. Brinton, & M. A. Snow (Eds.), Teaching English as a second or foreign language (pp. 463-484). National Geographic Learning/Cengage Learning.
Yang, M., & Wang, J. (2016). A meta-analysis of web-based technologies in language learning. Journal of Educational Computing Research, 54(4), 470-489.
Yang, S. C., & Chen, I. J. (2015). Online feedback and revision: Learners’ use of feedback types and their associations with revision behaviors and text quality. Language Learning & Technology, 19(1), 124-151.
Zhang, J., & Barber, B. (2019). Effects of online feedback on writing revision: A meta-analysis. Educational Psychology Review, 31(4), 847-880.
Published
2021-11-30
How to Cite
Fadhly, F. (2021). Synthesizing Effective Strategies for IT-Mediated Writing: A Meta-Ethnographic Study. Indonesian Journal of EFL and Linguistics, 6(2), 563-575. https://doi.org/10.21462/ijefl.v6i2.610
Section
Articles
Copyright (c) 2021 Indonesian Journal of EFL and Linguistics
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
