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Rogoff's (1990) framework of social learning.
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Over the years, research on writing has increasingly emphasized the value of adopting a sociocultural perspective to understand how social context and social interaction relate to writing regulation. Using the theoretical lens of participatory appropriation, this study investigates the self-regulatory behavior of three successful Bachelor essay wri...
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Context 1
... light of our focus on interaction as a site for development of writing regulation, the concept of participatory appropriation (Rogoff, 1990), provides a useful tool to explore this transformative experience. Participatory appropriation (PA) is part of the triadic framework proposed by Rogoff (1990Rogoff ( , 2008 Table 1) to explain situated practices of learning, anchored in the Vygotskian view of social learning in which development stems from participation into relevant social practices. It should be noted that these three complementary notions refer to different angles from which the same phenomenon can be investigated, rather than three separate concepts-the only difference lies in the focus of the investigation. ...Context 2
... Table 4 shows that, with some variation across the three participants, the percentage of data coded as both SR and PA ranged between around 8% to 35% (a further breakdown across the areas and phases is available in Tables S1, S2 and S3, in the Appendix). As we will see in more detail in the following sections for each interview, it was not so much the extent but rather the quality of the data coded as PA that was crucial for the students. ...Similar publications
Aim/Purpose: Scholars and practitioners agree that feedback is critical to doctoral students’ academic writing development, yet effective feedback processes are complex. The purpose of this case study was to examine the role of dialogue in a Writing Feedback Group (WFG) in facilitating the development of the scholarly writing of English as an Addit...
Citations
... Understanding the processes and products involved in research writing is crucial to design appropriate pedagogical interventions, tasks, and resources to help writers succeed in their writing endeavors. Nevertheless, exploring regulation processes in real contexts and complex tasks is one of the pending issues of research in the field (Beaufort & Iñesta, 2014;Negretti & Mežek, 2019;Sala-Bubaré et al., 2021), primarily due to the complexity involved in research writing processes. ...
... For doctoral researchers participating in our workshop, research writing involves communication with and to different layers of the research community (Castello et al., 2013;McAlpine & Norton, 2006;Sala-Bubaré & Castelló, 2017): from workshop peers and facilitators to supervisors, to other -unknown-researchers in the same field. Thus, understanding the context in which research writing takes place is not only necessary to support researcher writers but also to fully understand their writing objectives and, therefore, their processes (Negretti & Mežek, 2019;Prior, 2001;Prior & Thorne, 2014). The task presented in this paper attempts to understand different layers of writers' contexts through the use of the initial questionnaire, the writing logs, and group discussion: writers' mental context when writing (their expectations, objectives, perceptions), their previous writing experiences, the immediate context (the characteristics of the task and sub-tasks, and the writing situation), and the specific characteristics of the research articles in their discipline. ...
Writing is a critical skill in many academic and professional contexts, and multilingual writers often struggle to learn and master it. Understanding the processes and products involved in writing in these contexts is crucial to design better interventions and resources to help writers succeed in their writing endeavors. Yet, writing studies exploring the writing processes in authentic communicative situations are still scarce, partly due to the complexity of natural writing processes. In the article, we present a pedagogically and methodologically innovative task to explore multilingual writers’ processes and products when writing authentic texts. The task combines a range of unintrusive instruments that allow us to observe the writing processes (keystroke logging and screen recorder), collect writers’ perceptions and goals (writing logs, survey, and discussion) and assess their text's evolution, an extended research article abstract. The analysis integrates all data sources into Episodes to understand how and why writing processes and texts evolve. In the article, we describe the task in detail and discuss the main pedagogical and methodological benefits, as well as the challenges and future lines for writing research and teaching.
... Peer discussion allowed writers to notice problems both in their texts and their 110 Castelló writing conceptions, issues that in many cases had not been visible when revising their texts individually, nor even when reading peer reviews. As others also noted Negretti & Mežek, 2019), it was through interaction, when students in their reviewer role had to justify their comments, that writers were able to appropriate reviewers' suggestions. Even though in some cases they initially might not fully agree with those comments, when they reviewed their texts consistently and put the suggested strategies into action, they tended to realize that peer-review based discussions were key for them to understand the reasons underlying text improvement and that these interactions made writing self-regulation possible. ...
... Consistent with this path, Rogoff's notion of apprenticeship (1995) has been used to describe how, through this supervisory relationship and a one-to-one educational model, doctoral or master's students usually come to understand what research writing is and how it works. Supervisory dialogue helps students adopt disciplinary ways of producing knowledge and engage with the process of research writing (Dysthe, 2002, p. 499) through instances of co-regulation (Negretti & Mežek, 2019). While this model might explain some aspects of personal writing development, it does not account for early career researchers' socialization in their communities as writers and researchers, much less consider the potential of those newcomers to modify these communities through their texts and discourses. ...
Writing As a Human Activity offers a collection of original essays that attempt to account for Charles Bazerman’s shaping influence on the field of writing studies. Through scholarly engagement with his ideas, the 16 chapters—written by authors from Asia, Europe, North America, and South America—address Bazerman’s foundational scholarship on academic and scientific writing, genre theory, activity theory, writing research, writing across the curriculum, writing pedagogy, the sociology of knowledge, new media and technology, and international aspects of writing. Collectively, the authors use Bazerman’s work as a touchstone to consider contemporary contexts of writing as a human activity.
... Peer discussion allowed writers to notice problems both in their texts and their 110 Castelló writing conceptions, issues that in many cases had not been visible when revising their texts individually, nor even when reading peer reviews. As others also noted Negretti & Mežek, 2019), it was through interaction, when students in their reviewer role had to justify their comments, that writers were able to appropriate reviewers' suggestions. Even though in some cases they initially might not fully agree with those comments, when they reviewed their texts consistently and put the suggested strategies into action, they tended to realize that peer-review based discussions were key for them to understand the reasons underlying text improvement and that these interactions made writing self-regulation possible. ...
... Consistent with this path, Rogoff's notion of apprenticeship (1995) has been used to describe how, through this supervisory relationship and a one-to-one educational model, doctoral or master's students usually come to understand what research writing is and how it works. Supervisory dialogue helps students adopt disciplinary ways of producing knowledge and engage with the process of research writing (Dysthe, 2002, p. 499) through instances of co-regulation (Negretti & Mežek, 2019). While this model might explain some aspects of personal writing development, it does not account for early career researchers' socialization in their communities as writers and researchers, much less consider the potential of those newcomers to modify these communities through their texts and discourses. ...
... The authors define the regulation episode as the actions that writers implement to solve a difficulty or challenge identified during the writing process. It addresses the complex, recursive and socially situated nature of the regulation processes (Hadwin & Oshige, 2011;Negretti & Mežek, 2019) while maintaining the focus on the problem-solving process (Flower & Hayes, 1981). In their analysis of the writing process of two experienced academics, found that Regulation Episodes helped identify patterns in the writing activity. ...
Doctoral students face many challenges when writing research articles. However, little is known about how they regulate their writing process in a natural context, due partially to the lack of methods to explore writing regulation from a situated perspective. The present study aims at demonstrating a method to explore doctoral students' writing regulation processes within their context of occurrence in ecological conditions. To do so, we focus on the writing process of Natalia, a second-year doctoral student, while she writes and revises an extended abstract for her first scientific article under natural conditions. Screen-recorder and keystroke logging software, writing logs, an open-ended questionnaire and drafts of her text were used to collect data about the processes and products, and about both her actions and perceptions. Analysis combining these different data allowed us to identify two types of episodes: production and regulation episodes, and six subtypes of regulation episodes, and link them to the section of the text and the challenges the writer addressed with each episode. Results also showed that regulation processes vary between sessions, in terms of frequency and in their goals, and that feedback promoted a problem-solving approach to writing.
... Moreover, Shi, Matos, and Kuhn (2019) supported the positive role of a dialogic approach in promoting students' argumentative writing, especially for academically low-performing students. In the same vein, Negretti and Mežek (2019) indicated that "social interaction is crucial in supporting students' regulation of writing, effectively leading to an experience of individual learning and transformation" (p. 28). ...
... For teacher educators, genre based pedagogies off er principled ways of assisting both pre-and in-service writing teachers to provide their students with targeted, relevant, and supportive instruction. (Hyland 2007, 148) Assuming that academic discourse is "at the heart of the academic enterprise" (Hyland 2011, 171), the acquisition of genre-appropriate and relevant academic writing skills by EFL students appears to be a pathway for the development of their language profi ciency in academia, for instance in tertiary and inservice EFL settings (Hyland 2007, Negretti andMežek 2019). In its turn, language profi ciency and academic writing appear to be substantially related to academic achievement by an EFL student (Kuiken andVedder 2020, Wei 2020). ...
This paper presents and discusses a computer-assisted study that seeks to investigate the use of discourse markers (“DMs”) in academic writing in English as a Foreign Language (“EFL”) by a group of in-service primary school teachers (“participants”). The aim of the study is to establish whether or not there would be differences in the use of DMs in the corpus of academic writing in EFL in literature and linguistics written by the participants, who concurrently with teaching EFL at a range of primary schools are enrolled in an in-service tertiary course in English. The corpus of the study consists of the participants’ i) reflective essays in English linguistics and children’s literature in English, respectively, and ii) analytic explanatory essays in English linguistics and children’s literature, respectively. The corpus of the participants’ essays was analysed quantitatively in order to identify the frequency of DMs per 1,000 words. The results of the quantitative data analysis indicated that the participants’ use of DMs seemed to be, primarily, determined by i) genre conventions of academic writing in English associated with reflective essays and analytic explanatory essays and ii) the participants’ individual preferences. These findings are further presented and discussed in the paper.
... The value of dialogic collaboration, the heart of G-DA procedures, in promoting students' writing skills has also been appreciated in the works of Shi, Matos, and Kuhn (2019) and Negretti and Mežek (2019). The findings of Shi, et al. (2019) provide convincing support for the positive role of a dialogic approach in promoting students' argumentative writing, especially for academically low-performing students. ...
... The findings of Shi, et al. (2019) provide convincing support for the positive role of a dialogic approach in promoting students' argumentative writing, especially for academically low-performing students. Negretti and Mežek (2019), investigating the writing development of three successful Bachelor essay writers in literature, showed that their interaction with their supervisors promoted their development of writing regulation. Analyzing the writers' essays and their interview protocols, they have shown that "social interaction is crucial in supporting students' regulation of writing, effectively leading to an experience of individual learning and transformation" (Negretti and Mežek, 2019, p. 28). ...
... The findings also correspond with the results of Negretti and Mežek (2019) and Shi, et al. (2019) regarding the supportive role of dialogic collaboration, the heart of G-DA interactions, in promoting the development of writers' self-regulation and their academic writing abilities. ...
The present study investigated the effects of applying cumulative group dynamic assessment (G-DA) procedures (Poehner, 2009) to support EFL writing development in a university context in Iran. It focused on learner achievement, patterns of occurrence of mediation incidents, and learners’ and teachers’ perceptions towards G-DA. Quantitative data was collected from learners’ performance on writing tests and the frequency of occurrence of mediation incidents involving EFL writing components based on Jacobs, Zinkgraf, Wormouth, Hartfield, and Hughey’s (1981) scale. Findings revealed that G-DA was more effective than conventional explicit intervention for supporting EFL writing development. Also, it worked best for low ability learners as compared to mid and high ability ones. Besides, the number of mediation incidents declined from 27 in session one to 8 in the final session, confirming the efficacy of G-DA in promoting both EFL writing and learner self-regulation. Most teacher mediation involved language use, vocabulary, and organization and fewer incidents involved content and mechanics. Qualitative data analysis indicated that most learners and teachers held positive attitudes towards the efficacy of G-DA for supporting EFL writing development. However, a few participants asserted that the procedures were unsystematic, stressful, time consuming, and inappropriate for large classes.
Getting doctorate students' research articles published in scholarly journals is difficult from various sources. However, little research has been done on how people manage their writing process while they write outside in the open air, so we do not know how it works. We struggle to comprehend how it operates in part because of this. This is because only a few research techniques may be employed to investigate the process of enacting legislation from a situated point of view. This is one of the causes of the situation. This study will provide a technique for examining Ph.D. students' writing control processes in the context of their occurrence in ecologically sensitive contexts. This study aims to develop a technique that may be used to examine how Ph.D. students govern their writing. With the results of our investigation, we intend to demonstrate this approach. We will follow Natalia, a Ph.D. student in her second year, as she develops and revises an extended abstract for her very first scientific publication based on research carried out in natural settings to achieve this. This will be accomplished by observing her while she uses her computer to draught and edit the expanded abstract. Thanks to this opportunity, we will get the chance to learn about the processes involved in producing a document of this sort. To do this, we will follow her as she draughts and adjusts the paper to observe her process and learn from it. Some of the techniques used to gather information on the procedures and the outcomes, as well as about her activities and perceptions, included writing logs, distributing an open-ended questionnaire, and producing early drafts of her text. Additionally, draughts of her writing were employed to gather information on her behavior and viewpoints. Two methods used in this procedure included a screen recorder and software that logs keystrokes. We also used software that captured the screen, and the keystrokes were typed into the computer. We could distinguish between two sorts of episodes: production and regulation episodes and six subtypes of regulation episodes. We could connect each type of episode to a specific area of the text and the issues each episode addressed. While regulation episodes focus on something being regulated, production episodes focus on something being produced. While something is being produced in episodes about production, something is being regulated in episodes about regulation. Episodes include those that involve production and those that involve regulation. We could distinguish between two distinct categories of episodes: production and regulation episodes, using an algorithm that included these disparate data bits. It was discovered that there were regulatory episodes in addition to production episodes. The data also showed that the control processes vary from session to session regarding their frequency of occurrence and the goals they seek to achieve. Feedback was supportive of a problem-solving-focused approach to writing. The investigations also revealed that different control procedures are used in each session.
This study utilizing a sequential explanatory mixed-methods design explored the impact of mobile-based dynamic assessment (MDA) on EFL learners’ writing skills. Three intact classes (N = 30), including intermediate EFL learners attending a private English language school in Iran, participated in this study. They were evenly divided into two experimental and one control groups. The DIALNG online diagnostic test was used to assess the participants’ written proficiency and also as an instrument to collect the pre-and post-test scores. During the treatment sessions, the students were required to complete writing tasks over their Google Docs mobile app shared with the instructor. She provided text- and voice-based mediations to the experimental groups following an interactionist DA using both WhatsApp and Google Docs. Follow-up interviews were conducted to assess the experimental groups’ perceptions towards each mediation type. T-test and ANOVA along with the thematic analysis were used to analyze the quantitative and qualitative data, respectively. The findings showed that only the text group’s post-test scores significantly improved and there was a significant difference among the three groups in their post-test scores which indicated outperformance of the voice group. The overall results showed that MDA enhances EFL learners’ written proficiency as a result of the collaborations between the learners and the instructor using text and voice-based mediation. The thematic analysis of data revealed the participants’ satisfaction with both mediation types in terms of being efficient, convenient, and causing less social pressure.
