The effects of collaborative writing: a study of EFL secondary students working in pairs and groups of three
Ver/
Fecha
2017Autor
Director
Versión
Acceso embargado 5 años / 5 urteko bahitura
Tipo
Trabajo Fin de Máster/Master Amaierako Lana
Impacto
|
nodoi-noplumx
|
Resumen
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. [--]
Materias
Collaborative writing,
Foreign language,
Group and pair work,
Narrative texts
Titulación
Máster Universitario en Profesorado de Educación Secundaria por la Universidad Pública de Navarra /
Bigarren Hezkuntzako Irakasletzako Unibertsitate Masterra Nafarroako Unibertsitate Publikoan