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    • Departamentos y Centros - Sailak eta Ikastegiak
    • Facultad de Ciencias Humanas, Sociales y de la Educación - Giza, Gizarte eta Hezkuntza Zientzien Fakultatea
    • Trabajos Fin de Máster FCHS - GGZF Master Amaierako Lanak
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    The effects of collaborative writing: a study of EFL secondary students working in pairs and groups of three

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    Date
    2017
    Author
    Munarriz Ibarrola, Miren 
    Advisor
    Villarreal Olaizola, Izaskun 
    Version
    Acceso embargado 5 años / 5 urteko bahitura
    Type
    Trabajo Fin de Máster/Master Amaierako Lana
    Impact
     
     
     
     
     
     
     
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    Abstract
    Several studies have investigated the benefits of collaborative writing. However, research focussing on the different types of groupings (pairs vs. groups) and the advantages that each type might bring to the classroom is still scarce. Hence, the present study seeks to analyse the potential of collaborative writing tasks in a foreign language learning environment by analysing a narrative text ... [++]
    Several studies have investigated the benefits of collaborative writing. However, research focussing on the different types of groupings (pairs vs. groups) and the advantages that each type might bring to the classroom is still scarce. Hence, the present study seeks to analyse the potential of collaborative writing tasks in a foreign language learning environment by analysing a narrative text produced by 11-12 year-old secondary school EFL learners working individually (n=49), in pairs (n= 9) and in groups of three (n= 12). Participants in the study wrote an individual narration (the pretest); then pairs and groups were created and they were asked to write down a second narration collaboratively (the experiment). The final narration was once again done individually (the post-test). The texts were analysed for analytic measures (accuracy, fluency and mechanics) and for global-scale measures (adequacy, coherence, cohesion, grammatical accuracy, mechanics and lexical range). Their recorded interactions were scrutinized for LREs and the final questionnaire was analysed to gauge students’ perceptions. The findings revealed that, first, overall, when working in pairs and groups students wrote slightly more accurate but equally fluent texts than when they wrote them individually. Second, the improvement was more noticeable when writings were analysed according to the global scale measures. Third, that collaboration seemed to also affect individual writing and students’ motivation positively as evidenced in their final writings and the questionnaire. These findings provide further support for the use of collaboration in EFL settings even among low level proficiency learners. [--]
    Subject
    Collaborative writing, Foreign language, Group and pair work, Narrative texts
     
    Degree
    Máster Universitario en Profesorado de Educación Secundaria por la Universidad Pública de Navarra / Bigarren Hezkuntzako Irakasletzako Unibertsitate Masterra Nafarroako Unibertsitate Publikoan
     
    URI
    https://hdl.handle.net/2454/25440
    Appears in Collections
    • Trabajos Fin de Máster FCHS - GGZF Master Amaierako Lanak [509]
    • Trabajos Fin de Máster - Master Amaierako Lanak [1330]
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