| Title: |
Oral Interactions of an Online Writing Group: Do They Provide Support? |
| Language: |
English |
| Authors: |
E. L. Rodas (ORCID 0000-0002-6518-6243); L. Colombo (ORCID 0000-0001-6026-4436); M. D. Calle (ORCID 0000-0002-1950-6912) |
| Source: |
Innovations in Education and Teaching International. 2025 62(3):1073-1086. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
14 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Interaction; Interpersonal Communication; Oral Language; COVID-19; Pandemics; Writing (Composition); Writing for Publication; Group Activities; Communities of Practice; Feedback (Response); Experience; Foreign Countries; Academic Language; Synchronous Communication; College Faculty; English for Academic Purposes |
| Geographic Terms: |
Ecuador |
| DOI: |
10.1080/14703297.2024.2346567 |
| ISSN: |
1470-3297; 1470-3300 |
| Abstract: |
This study examines the types of oral comments from a reviewer's as well as an author's perspective offered within an online writing group (OWG) that met during the confinement due to the COVID-19 pandemic. The purpose was to zoom in on the members' interactions to have a broader perspective of how these exchanges could provide support through different types of oral comments. Results indicate that, although the members with more discipline and writing experience provided the highest number of reviewer comments, as could be expected, the positive manner in which these comments were given made a difference. Additionally, less experienced members shared their own expertise and gave support after sustained participation. On the other hand, towards one year of interaction, the support given through the reviewers' comments helped participants not only to "accept" feedback but more frequently to "verbalise" their plans to improve their texts, engaging in reflection and richer exchanges. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1473331 |
| Database: |
ERIC |