The effects of using collaborative writing vs. peer review treatments on subsequent individual writings
Fecha
2018Autor
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
Previous researches have investigated separately the effects of collaborative writing and
peer review. However,
to the best of
the author’s
knowledge,
there has not been any
research
comparing both approaches.
This study is aimed to analyse the effects of
two
treatments, collaborative writing and peer review on individual
writing,
on a
subsequent
individuall ...
[++]
Previous researches have investigated separately the effects of collaborative writing and
peer review. However,
to the best of
the author’s
knowledge,
there has not been any
research
comparing both approaches.
This study is aimed to analyse the effects of
two
treatments, collaborative writing and peer review on individual
writing,
on a
subsequent
individually
written production
in terms of fluency, lexical variety, accuracy and
complexity.
A total of 29 students
of lower-intermediate
level took part
in
this study, 16
in the collaborative writing group and 13 in the peer review group. The students wrote a
total of 3 compositions
using a news article format
from which the pre-test and the post-test writings were analysed following a quantitative and a holistic analysis. The results
suggest that students who had received collaborative writing as a treatment
produced
longer writings and used more complex language,
while those who carried out peer
review in the treatment session improved their final individual writing in terms of
lexical variety and accuracy.
The implications of these results are discussed. [--]
Materias
Collaborative writing,
Peer review,
Fluency,
Lexical variety,
Accuracy,
Complexity,
EFL
Titulación
Máster Universitario en Profesorado de Educación Secundaria por la Universidad Pública de Navarra /
Bigarren Hezkuntzako Irakasletzako Unibertsitate Masterra Nafarroako Unibertsitate Publikoan