Oral interactions of an online writing group: Do they provide support?

ABSTRACT

This study examines the types of oral comments from a reviewer’s as well as an author’s perspective offered within an online writing group (OWG) that met during the confinement due to the COVID-19 pandemic. The purpose was to zoom in on the members’ interactions to have a broader perspective of how these exchanges could provide support through different types of oral comments. Results indicate that, although the members with more discipline and writing experience provided the highest number of reviewer comments, as could be expected, the positive manner in which these comments were given made a difference. Additionally, less experienced members shared their own expertise and gave support after sustained participation. On the other hand, towards one year of interaction, the support given through the reviewers’ comments helped participants not only to accept feedback but more frequently to verbalise their plans to improve their texts, engaging in reflection and richer exchanges.

KEYWORDS:

• Oral feedback
• writing-for-publication
• online writing circles
• novice writers

Acknowledgments

We would like to thank the writing group members who collaborated with us through their active participation and perspectives. This research was supported by the Agencia Nacional de Promoción de la Investigación, el Desarrollo Tecnológico y la Innovación, PICT-2020 N° 1432 “Prácticas dialógicas de enseñanza virtual en procesos de escritura en investigación.”

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

E. L. Rodas

Elisabeth L. Rodas is an adjunct professor of English in the Institute of Languages and member of the Reading and Writing Program and Academic Writing research group at the University of Cuenca, Ecuador. Her current research focuses on faculty writing groups and academic writing in English as an additional language at the undergraduate and postgraduate level.

L. Colombo

Laura Colombo is an Adjunct Researcher at the National Scientific and Technical Research Council (CONICET) - Institute of Linguistics, Faculty of Philosophy and Letters at the University of Buenos Aires, Argentina. Her research is focused on the pedagogy of academic writing in first and other languages at the postgraduate level and beyond. She has been researching writing groups for over a decade.

M. D. Calle

María Daniela Calle, PhD, is a professor in the Faculty of Philosophy, Letters, and Education Sciences at the University of Cuenca, Ecuador, specializing in English language education research. She has conducted research on English language teaching methodologies, focusing on teacher training impact, and students’ perspectives. Her recent research examines the efficacy of writing-to-publish experiences within university researcher groups.