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ERIC Number: EJ1155658
Record Type: Journal
Publication Date: 2017-Oct
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1042-1629
EISSN: N/A
A Sequential Analysis of Responses in Online Debates to Postings of Students Exhibiting High Versus Low Grammar and Spelling Errors
Jeong, Allan; Li, Haiying; Pan, Andy Jiaren
Educational Technology Research and Development, v65 n5 p1175-1194 Oct 2017
Given that grammatical and spelling errors have been found to influence perceived competence and credibility in written communication, this study examined how a student's grammar and spelling errors affect how other students respond to the student's postings in four online debates hosted in asynchronous threaded discussions. Message-response exchanges were sequentially analyzed to identify patterns in students' replies to arguments and challenges with counter-challenges, explanations, and evidentiary support posted by students that exhibited low versus high number of grammatical and spelling errors. Although no causal inferences can be drawn from this study, the findings nevertheless suggests that: (a) arguments posted by high-error students are more likely to be challenged than arguments posted by low-error students; (b) exchanges between high-error students can amplify the effects of grammar/spelling errors; and (c) higher levels of argumentation can be achieved by placing students into groups that are heterogeneous in writing skills in general. The findings and methods used in this study lay the groundwork for further research on strategies for managing individual differences in students' grammar and spelling (and other student behaviors in general) and increasing the level of critical discourse in online discussions.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A