Teaching EFL through task repetition and collaborative writing
Fecha
2017Autor
Director
Versión
Acceso abierto / Sarbide irekia
Tipo
Trabajo Fin de Máster/Master Amaierako Lana
Impacto
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nodoi-noplumx
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Resumen
A small number of studies have dealt with the effects of implementing task repetition
(TR) together with collaborative writing (CW) with students of English as a foreign
language (EFL) in Compulsory Secondary Education (CSE) (Wigglesworth & Storch,
2012). Scholars have frequently and profusely studied TR and CW as independent tools
(Ahmadian et al, 2017; Fukuta, 2016; Manchón, 2014; Van de Gu ...
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A small number of studies have dealt with the effects of implementing task repetition
(TR) together with collaborative writing (CW) with students of English as a foreign
language (EFL) in Compulsory Secondary Education (CSE) (Wigglesworth & Storch,
2012). Scholars have frequently and profusely studied TR and CW as independent tools
(Ahmadian et al, 2017; Fukuta, 2016; Manchón, 2014; Van de Guchte, 2016). However,
little is known about the potential of these two constructs when together combined in the
EFL classroom.
The current study has carried out an experiment with a group of CSE students, who
worked in pairs to repeat the same narrative task (exact TR) through two consecutive
weeks. Two research questions have been the starting point for this study; (1) whether
learners’ collaborative writings improve their quality when the same story is written
twice, and (2) what learners talk about when they produce a writing task together. The
results have shown that they improve the accuracy and fluency of their productions but
they do not increase the complexity of the text produced. The students focus on content
in the first enactment, but their attention shifts to form during the second attempt; that is,
they do not seem to be able to focus on various aspects of the language learning process
at the same time, as Skehan’s (1998) trade-off hypothesis claims. Moreover, the Language
Related Episodes (LREs) show that students mainly speak about grammar and
vocabulary, and that they are able to cooperate, discuss and share their ideas.
Therefore, these old but, at the same time, new teaching procedures might provide CSE
students of EFL with new learning alternatives. Further researches might vary some of
the patterns of the experiment in order to inform teaching practices with greater precision [--]
Materias
English as a Foreign Language (EFL),
Task Repetition (TR),
Collaborative Writing (CW),
Compulsory Secondary Education (CSE),
Skehan’s (1998) trade-off hypothesis
Titulación
Máster Universitario en Profesorado de Educación Secundaria por la Universidad Pública de Navarra /
Bigarren Hezkuntzako Irakasletzako Unibertsitate Masterra Nafarroako Unibertsitate Publikoan