Person: Lázaro Ibarrola, Amparo
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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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Publication Open Access Task repetition and collaborative writing by EFL children: beyond CAF measures(Adam Mickiewicz University Press, 2020) Hidalgo Gordo, María Ángeles; Lázaro Ibarrola, Amparo; Ciencias Humanas y de la Educación; Giza eta Hezkuntza ZientziakResearch into the potential of collaborative writing is relatively new. Similarly, task repetition (TR), which has been claimed to be a valuable tool for language learning, has been rarely explored in the context of writing. Therefore, little is known about the potential of combining TR and collaborative writing, and even less if we focus on young learners (YLs), who constitute a generally under-researched population. With these research gaps in mind, the present study examines the compositions of 10 pairs of learners of English as a foreign language (EFL) (aged 12) who write the same text in response to the same picture prompt three times over a three-week period. Our analysis includes the language-related episodes (LREs) that learners generate while writing collaboratively and, also, a thorough analysis of the three drafts that students produce, including quantitative (com-plexity, accuracy and fluency (CAF)) and holistic measures. Results show that learners' compositions improve with repetition when measured by holistic ratings although CAF measures fail to grasp this improvement. As for the LREs, a great amount was found, most of the episodes were focused on form, most were successfully resolved and their amount declined with TR. In light of these results we argue in favor of the inclusion of holistic measures when analyzing students' productions and discuss the positive effects of collaborative writing in the context of TR with YLs.Publication Open 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, CENEDUCA18Studies 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.Publication Open 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, CENEDUCA18Studies 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.