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Lázaro Ibarrola, Amparo

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https://academica-e.unavarra.es/handle/2454/49386

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Lázaro Ibarrola

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Amparo

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Ciencias humanas y de la educación

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I-COMMUNITAS. Institute for Advanced Social Research

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0000-0002-3016-5901

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2713

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2019 - 201912020 - 20212
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Item Type: Publication × Author: Villarreal Olaizola, Izaskun ×

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Now showing 1 - 3 of 3
  • Thumbnail Image
    PublicationOpen Access
    Questioning the effectiveness of procedural repetition: the case of Spanish EFL primary school learners
    (Universidad de Granada, 2019) Lázaro Ibarrola, Amparo; Villarreal Olaizola, Izaskun; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
    Varios estudios han mostrado que repetir la misma tarea con diferente contenido, lo que se denomina repetición procedimental (RP), ayuda a prestar atención a la forma y al desarrollo sintáctico. Asimismo, la RP es común y apropiada para el aula. Este experimento investiga los efectos de la RP en la producción de 5 parejas de niños españoles (11 años) aprendiendo inglés como lengua extranjera en un colegio y con un nivel de principiante. Las parejas construyeron y narraron tres historias, una cada semana, siguiendo un procedimiento similar. El análisis de la complejidad, precisión y fluidez de sus narraciones muestra que la RP no tiene un impacto significativo en las narraciones de los estudiantes, excepto en el caso de la diversidad léxica, que mejora en la tercera narración. A la luz de los resultados, se discuten las posibilidades de la RP con niños.
  • Thumbnail Image
    PublicationOpen Access
    Are EFL writers motivated or demotivated by model texts and task repetition? Evidence from young collaborative writers
    (Universidad de Murcia, 2021) Lázaro Ibarrola, Amparo; Villarreal Olaizola, Izaskun; Institute for Advanced Social Research - ICOMMUNITAS; Gobierno de Navarra / Nafarroako Gobernua, CENEDUCA18
    Studies on multi-stage writing tasks with adults and children have shown that model texts and task repetition aid language acquisition, especially when learners work in collaboration. However, these studies have not included measures of task motivation, which is vital in young learners (YLs) and could help develop a more comprehensive understanding of task effectiveness. The present study analyses task motivation in 24 EFL YLs writing in pairs during three sessions divided into a model group (MG) and a task repetition group (TRG). Results show that students’ task motivation is high in general but declines in the MG while it is maintained in the TRG. As for the motives, working together is the main reason students give to justify their positive scores. These results complete previous knowledge about models and TR, reinforce the value of collaborative writing and encourage the inclusion of motivation measures in task-based research.
  • Thumbnail Image
    PublicationOpen Access
    Are EFL writers motivated or demotivated by model texts and task repetition? Evidence from young collaborative writers
    (Universidad de Murcia, 2021) Lázaro Ibarrola, Amparo; Villarreal Olaizola, Izaskun; Institute for Advanced Social Research - ICOMMUNITAS; Gobierno de Navarra / Nafarroako Gobernua, CENEDUCA18
    Studies on multi-stage writing tasks with adults and children have shown that model texts and task repetition aid language acquisition, especially when learners work in collaboration. However, these studies have not included measures of task motivation, which is vital in young learners (YLs) and could help develop a more comprehensive understanding of task effectiveness. The present study analyses task motivation in 24 EFL YLs writing in pairs during three sessions divided into a model group (MG) and a task repetition group (TRG). Results show that students' task motivation is high in general but declines in the MG while it is maintained in the TRG. As for the motives, working together is the main reason students give to justify their positive scores. These results complete previous knowledge about models and TR, reinforce the value of collaborative writing and encourage the inclusion of motivation measures in task-based research.