The use of models in collaborative writing: Searching for long-lasting effects
Fecha
2017Director
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
Noticing is thought to be essential for language learning (Schmidt, 1990). Various
attempts have been made to promote interventions that facilitate noticing such as
collaborative work or the use of models as corrective feedback. Nonetheless, the extent
to which collaborative writing or the use of models affects noticing and their potential
the long-term effects is still under-research. It is ...
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Noticing is thought to be essential for language learning (Schmidt, 1990). Various
attempts have been made to promote interventions that facilitate noticing such as
collaborative work or the use of models as corrective feedback. Nonetheless, the extent
to which collaborative writing or the use of models affects noticing and their potential
the long-term effects is still under-research. It is against this backdrop where the current
study must be considered. The study included 26 EFL early adolescents in a secondary
school context. It was designed in three main stages: (i) the pre-test: an individual
composition; (ii) the treatment: first, students had to write in pairs while their
interactions were being recorded; second, they had to revise the model letter in pairs and
finally, rewrite in pairs, and (iii) the delayed post-test: a second individual composition.
Students’ writings were analysed as for their development of the content, structure,
grammatical and mechanic accuracy and vocabulary use; and their oral interactions
were scrutinized for language related episodes (LREs); in addition, their final individual
compositions were revised for signs of incorporations from the models. Results suggest
that students benefited from collaborating and the use of models, although it seems that
these advantages could not be maintained in the long-run. It is argued that memory, age
and proficiency might have affected retention. Pedagogical implications are drawn and a
call for further research is made as sample size and proficiency pairings might have
affected the results obtained [--]
Materias
EFL,
Collaborative writing,
Models,
Effects,
Noticing
Titulación
Máster Universitario en Profesorado de Educación Secundaria por la Universidad Pública de Navarra /
Bigarren Hezkuntzako Irakasletzako Unibertsitate Masterra Nafarroako Unibertsitate Publikoan