Self-regulation in Foreign Language Students’ Collaborative Discourse for Academic Writing: An Explorative Study on Epistemic Network Analysis

Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review

Standard

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

Harvard

Peeters, W, Viberg, O & Spikol, D 2023, Self-regulation in Foreign Language Students’ Collaborative Discourse for Academic Writing: An Explorative Study on Epistemic Network Analysis. in C Damşa & A Barany (eds), Advances in Quantitative Ethnography - 4th International Conference, ICQE 2022, Proceedings. Springer, Communications in Computer and Information Science, vol. 1785 CCIS, pp. 254-269, 4th International Conference on Quantitative Ethnography, ICQE 2022, Copenhagen, Denmark, 15/10/2022. https://doi.org/10.1007/978-3-031-31726-2_18

APA

Peeters, W., Viberg, O., & Spikol, D. (2023). Self-regulation in Foreign Language Students’ Collaborative Discourse for Academic Writing: An Explorative Study on Epistemic Network Analysis. In C. Damşa, & A. Barany (Eds.), Advances in Quantitative Ethnography - 4th International Conference, ICQE 2022, Proceedings (pp. 254-269). Springer. Communications in Computer and Information Science Vol. 1785 CCIS https://doi.org/10.1007/978-3-031-31726-2_18

Vancouver

Peeters W, Viberg O, Spikol D. Self-regulation in Foreign Language Students’ Collaborative Discourse for Academic Writing: An Explorative Study on Epistemic Network Analysis. In Damşa C, Barany A, editors, Advances in Quantitative Ethnography - 4th International Conference, ICQE 2022, Proceedings. Springer. 2023. p. 254-269. (Communications in Computer and Information Science, Vol. 1785 CCIS). https://doi.org/10.1007/978-3-031-31726-2_18

Author

Peeters, Ward ; Viberg, Olga ; Spikol, Daniel. / Self-regulation in Foreign Language Students’ Collaborative Discourse for Academic Writing : An Explorative Study on Epistemic Network Analysis. Advances in Quantitative Ethnography - 4th International Conference, ICQE 2022, Proceedings. editor / Crina Damşa ; Amanda Barany. Springer, 2023. pp. 254-269 (Communications in Computer and Information Science, Vol. 1785 CCIS).

Bibtex

@inproceedings{cd7c59e288f54cf9a355c0775192c230,
title = "Self-regulation in Foreign Language Students{\textquoteright} Collaborative Discourse for Academic Writing: An Explorative Study on Epistemic Network Analysis",
abstract = "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{\textquoteright} 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.",
keywords = "Academic writing, CSCL, Epistemic Network Analysis, Foreign language learning, Learning Analytics, Self-regulated learning",
author = "Ward Peeters and Olga Viberg and Daniel Spikol",
note = "Publisher Copyright: {\textcopyright} 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.; 4th International Conference on Quantitative Ethnography, ICQE 2022 ; Conference date: 15-10-2022 Through 19-10-2022",
year = "2023",
doi = "10.1007/978-3-031-31726-2_18",
language = "English",
isbn = "9783031317255",
series = "Communications in Computer and Information Science",
publisher = "Springer",
pages = "254--269",
editor = "Crina Dam{\c s}a and Amanda Barany",
booktitle = "Advances in Quantitative Ethnography - 4th International Conference, ICQE 2022, Proceedings",
address = "Switzerland",

}

RIS

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