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Dynamic Motives in ESL Computer-Mediated Peer Response
ARTICLE

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Computers and Composition Volume 27, Number 4 ISSN 8755-4615 Publisher: Elsevier Ltd

Abstract

This paper reports a case study investigating how the use of instant messaging (IM) mediated ESL students’ motives in their participation in computer-mediated peer response (CMPR) tasks in an ESL academic writing class. Qualitative data including interview transcripts, chat transcripts, on-and off-screen behaviors captured on video cameras and with a screen-capturing tool, researcher observations, and student drafts collected from two low-advanced-level ESL students were analyzed. Data analysis indicated that with the opportunities afforded and challenges presented by IM technology, the ESL students were driven by heterogeneous and multiple motives even when they were participating in the same task, and their engagement in multiple motives was dynamic rather than static. The use of IM mediated the formation and shift of students’ motives within and across the CMPR tasks.

Citation

Jin, L. & Zhu, W. Dynamic Motives in ESL Computer-Mediated Peer Response. Computers and Composition, 27(4), 284-303. Elsevier Ltd. Retrieved January 27, 2020 from .

This record was imported from Computers and Composition on January 29, 2019. Computers and Composition is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compcom.2010.09.001

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