Exploring immediate and prolonged effects of collaborative writing on young learners' texts: L2 versus FL
Fecha
2023Versión
Acceso abierto / Sarbide irekia
Tipo
Artículo / Artikulua
Versión
Versión publicada / Argitaratu den bertsioa
Impacto
|
10.1515/iral-2022-0062
Resumen
Context or the teaching/learning environment has only recently been
recognized as a mediating variable in L2/FL written performance. These studies are
multisite and have not yet targeted another feature of context: the sociolinguistic
status of the target language. Likewise, scarce research exists examining the
prolonged effects of collaboration. The present classroom-based study fills this v ...
[++]
Context or the teaching/learning environment has only recently been
recognized as a mediating variable in L2/FL written performance. These studies are
multisite and have not yet targeted another feature of context: the sociolinguistic
status of the target language. Likewise, scarce research exists examining the
prolonged effects of collaboration. The present classroom-based study fills this void
by investigating the effects of collaboration on the (a) jointly written texts; (b) subsequent
individual texts; and (c) texts written in two distinct sociolinguistic status
target languages of two groups of 11¿12-year-old Spanish primary education students.
Distributed into a control (CG) (N = 17) and an experimental group (EG) (N = 10
pairs), they wrote three descriptive texts in each language, L2 Basque and FL English:
the first and third individually and the second one individually by the CG and in pairs
by the EG. The texts were examined qualitatively with a rubric and quantitatively for
fluency and accuracy measures. Immediate and prolonged effects of collaboration
were observed on accuracy, while fluency decreased and global qualitative scores
varied very little. Additionally, unlike in the CG, language-dependent differences
were not attested in the EG which suggests that collaborative writing is an expedient
tool to increase attention to language and limit the mediating effects of the learning
context. [--]
Materias
Collaborative writing (CW),
Context,
English as a foreign language (EFL),
Quantitative & qualitative measures,
Second language (L2)
Editor
De Gruyter
Publicado en
International Review of Applied Linguistics in Language Teaching, 2023
Departamento
Universidad Pública de Navarra. Departamento de Ciencias Humanas y de la Educación /
Nafarroako Unibertsitate Publikoa. Giza eta Hezkuntza Zientziak Saila /
Universidad Pública de Navarra/Nafarroako Unibertsitate Publikoa. Institute for Advanced Social Research - ICOMMUNITAS