Schreibkompetenzen im Dialog entwickeln: Kollaboratives Schreiben und Peer-Feedback in einem Blended-Learning-Setting

Katanneck, Stanislav
(2024) Die Rolle von Sprachenzentren neu denken: Flexibilität, Relevanz & Vision. 8. Bremer Symposion zum Sprachenlernen und -lehren. — Vol. 57, p. 86-101 (2024)

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This paper presents empirical findings on the promotion of academic writing skills of international students (n=74) through collaborative writing with the digital tool Etherpad and guided peer feedback. The learning effects are demonstrated by the collaborative writing of an integrated writing task (summary of a graph and a text) in a blended learning setting. The mixed-methods design includes the analysis of text genesis and text quality, the evaluation of open and closed items from two questionnaires as well as guideline-based individual interviews. Empirically based recommendations for action in practice are derived from the interpretation of the data.
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Katanneck, S. (2024). Schreibkompetenzen im Dialog entwickeln: Kollaboratives Schreiben und Peer-Feedback in einem Blended-Learning-Setting. Die Rolle von Sprachenzentren neu denken: Flexibilität, Relevanz & Vision. 8. Bremer Symposion zum Sprachenlernen und -lehren., 57, 86-101. https://hdl.handle.net/2078.5/236779 (Original work published 2024)