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A Theoretically Informed Approach to Collaborative Writing in EAP Contexts Using Web-Based Technologies

A Theoretically Informed Approach to Collaborative Writing in EAP Contexts Using Web-Based Technologies

Kris Pierre Johnston, Geoff Lawrence
Copyright: © 2018 |Pages: 21
ISBN13: 9781522529330|ISBN10: 1522529330|EISBN13: 9781522529347
DOI: 10.4018/978-1-5225-2933-0.ch001
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MLA

Johnston, Kris Pierre, and Geoff Lawrence. "A Theoretically Informed Approach to Collaborative Writing in EAP Contexts Using Web-Based Technologies." Applications of CALL Theory in ESL and EFL Environments, edited by James Perren, et al., IGI Global, 2018, pp. 1-21. https://doi.org/10.4018/978-1-5225-2933-0.ch001

APA

Johnston, K. P. & Lawrence, G. (2018). A Theoretically Informed Approach to Collaborative Writing in EAP Contexts Using Web-Based Technologies. In J. Perren, K. Kelch, J. Byun, S. Cervantes, & S. Safavi (Eds.), Applications of CALL Theory in ESL and EFL Environments (pp. 1-21). IGI Global. https://doi.org/10.4018/978-1-5225-2933-0.ch001

Chicago

Johnston, Kris Pierre, and Geoff Lawrence. "A Theoretically Informed Approach to Collaborative Writing in EAP Contexts Using Web-Based Technologies." In Applications of CALL Theory in ESL and EFL Environments, edited by James Perren, et al., 1-21. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-2933-0.ch001

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Abstract

This chapter examines the need for a theoretically-informed approach to collaborative English for Academic Purpose (EAP) pedagogy and research. It discusses the relevance of online collaborative learning in EAP and the call for a theoretically-informed facilitative framework to guide the use of online collaborative writing tools to sustain learning communities and language learning. It establishes the importance of virtual learning communities as catalysts for online collaboration and discusses the need to examine technological affordances, adopting an ecological perspective to inform curricular design. The chapter examines the relevance of the Community of Inquiry model and its three presences: cognitive, social and teaching, as a theoretical basis to inform a facilitative framework to design online collaborative EAP writing tasks. The chapter concludes with a discussion of the interactions of these three presences, details on how they can inform online EAP collaborative writing practices and the need for future research in this area.

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