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Paper presented at 8th International Conference on Computer Supported Collaborative Learning (CSCL), Rhodes, Greece, 8 - 13 June 2009
This paper outlines an eclectic approach to assist juvenile Chinese as second
language (L2) pupils in Singapore in developing linguistic-related micro-skills for writing.
The recursive, bottom-up writing process requires the pupils to collaboratively carry out
“word/phrase pooling”, “sentence making”, “paragraph writing” and “outlining” on wiki, and
eventually composing their essays individually. The intention is to fill up the gap between the
current-traditional product-oriented approach and the more cognitively demanding processoriented
approach, that is, juvenile L2 learners' limited linguistic and cognitive skills that
would hinder them from writing proper essays, not to mention carrying out process writing.
The results of our pilot study show that the target pupils' micro-skills for writing were
improved significantly due to emergent peer coaching. There is also an implication that
through such peer coaching activities, the perceived challenge of pupils' individual differences
in linguistic proficiency could be turned into an advantage for motivating pupils' collaboration
in learning.
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