Abstract

Reading for writing tasks have been widely implemented in past decades, but research is still scarce on computer-mediated reading for writing. With a growing interest in collaborative writing and collaborative reading, spurred on by the broader awareness of sociocultural theory and the collaborative nature of digital technologies, we proposed an innovative task collaborative reading for writing (CRW) and implemented it with pre-service language teachers of diverse L1s in the U.S. The students jointly read and annotated journal articles via the social annotation tool Perusall and then co-constructed OASIS summaries based on the reading. This study examines how the students employ comprehension strategies during collaborative reading/annotating; how they develop genre knowledge and attend to form during collaborative writing; and how they perceive CRW tasks. Data collected included the Perusall annotations, recorded pair talk, and reflection papers. Results showed that online CRW positively impacted learning by engaging learners in collectively expanding their reading strategies and enhancing genre knowledge and attention to form. CRW afforded mutual scaffolding and reading for a purpose. We posit that CRW tasks can have immense potential in diverse academic learning contexts where L2 writers are present. Future research is desired to examine the long-term effects of CRW on the development of L2 literacy skills and explore the potential of CRW tasks among different learner populations in other educational settings.

摘要

过去几十年来，以阅读为写作任务已被广泛实施，但以计算机为媒介的以阅读为写作的研究仍然很少。随着人们对协作写作和协作阅读的兴趣日益浓厚，在社会文化理论和数字技术协作性质的更广泛认识的推动下，我们提出了一项创新任务协作阅读写作（CRW），并与美国不同 L1 的职前语言教师一起实施。学生们通过以下方式共同阅读和注释期刊文章：社交注释工具Perusall，然后根据阅读内容共同构建OASIS摘要。这项研究考察了学生在协作阅读/注释过程中如何运用理解策略；他们如何在协作写作过程中发展体裁知识并关注形式；以及他们如何看待 CRW 任务。收集的数据包括佩鲁萨尔注释、记录的配对谈话和反思论文。结果表明，在线 CRW 通过让学习者集体扩展他们的阅读策略、增强体裁知识和对形式的关注，对学习产生了积极影响。CRW 为特定目的提供了相互的脚手架和阅读。我们认为 CRW 任务在有 L2 作家存在的不同学术学习环境中具有巨大潜力。