Collaborative pre-writing effects on the quality of individual and collaborative texts
Consultable a partir de
2024-07-01
Fecha
2019Autor
Director
Versión
Acceso embargado 5 años / 5 urteko bahitura
Tipo
Trabajo Fin de Máster/Master Amaierako Lana
Impacto
|
nodoi-noplumx
|
Resumen
Collaborative writing (CW) has been widely used in second language (L2) classrooms
to enhance the quality of
students’
written texts. However,
the effects
prewriting
collaborative
planning
has
on the quality of the written
texts has
received little attention.
Therefore, the current study
contrasts
texts planned in
collaboration
but
composed
indi ...
[++]
Collaborative writing (CW) has been widely used in second language (L2) classrooms
to enhance the quality of
students’
written texts. However,
the effects
prewriting
collaborative
planning
has
on the quality of the written
texts has
received little attention.
Therefore, the current study
contrasts
texts planned in
collaboration
but
composed
individually and
in pairs
in an attempt to explore the effects of pair planning
and of
writing in pairs.
The study included two
Spanish EFL classes
(aged 12-13)
that had to
write three opinion essays: a pre-test, where students planned and wrote the essays
individually; an
experimental task were students were divided into two groups:
a
collaborative text group (CTG, n=24)
who planned and wrote the text in pairs and
an
individual text group (ITG, n=20)
who planned in collaboration but
wrote
the text
individually; and a final
post-test where all students planned and
wrote the essays
individually. Texts
were
compared
for complexity, accuracy, and fluency
measures, as
well as for qualitative measures of
adequacy,
coherence, cohesion, grammatical
accuracy, lexical range and
mechanics.
Results revealed
that
planning together was
beneficial,
but CTG obtained slightly
higher means
for accuracy and qualitative
measures
which indicated that writing in pairs was more beneficial than writing on their
own.
The comparison of pre and
post-test also showed
similar advantages
for CTG.
Complexity
and
fluency, however, did not vary much across tasks and conditions.
Findings suggest that writing
and planning
in collaboration
is
advantageous
for
L2
learning
as it promotes
text quality,
and
helps
young
students to
improve their
writing
skills. [--]
Materias
Collaborative planning,
Prewriting,
Collaborative writing,
Individual writing,
CAF,
Qualitative measures
Titulación
Máster Universitario en Profesorado de Educación Secundaria por la Universidad Pública de Navarra /
Bigarren Hezkuntzako Irakasletzako Unibertsitate Masterra Nafarroako Unibertsitate Publikoan