The Effect of a Classroom Environment of Mutual Visibility, Transparency, and Sharing on ESL Students' Writing
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2022-05-13
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An Environment of Mutual Visibility, Transparency, and Sharing
Abstract
This study explores how an “open” classroom environment, one in which participants are given unrestricted access to look at and learn from the writing of their classmates, affects the writing development of ESL students. Shared Google Docs were used in an ESL writing class at the University of Hawaiʻi at Mānoa as an accessible repository for all written work done by six advanced level students while writing five progressively more difficult academic essays. Although instructed not to copy or plagiarize specific content, students were explicitly given permission and encouragement to look at and learn from their classmates’ writing in shared Google Docs as they had need or desire to do so. Data was collected by means of focus group interviews, questionnaires, and journal notes to ascertain what effects this “open” classroom environment had on students’ perceptions of their own writing and the writing process. Although some challenges to the environment were acknowledged, results suggest that all students benefited from being able to look at the writing of their peers, all learned specific points they could use in their own writing, and all acknowledged that being able to look at and learn from the writing of others this way helped them improve their own writing more than they would have been able to do otherwise. This suggests potential educational and pedagogical benefits associated with such an “open” classroom environment when it comes to the development of ESL students’ writing.
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