Exploring learner-related variables in child collaborative writing: interaction mindset, willingness to communicate and proficiency

[EN] Collaborative writing (CW) tasks have been shown to generate interactional moves conducive to L2 learning. However, recent studies have demonstrated that learner-related variables, including interaction mindset (IM), willingness to communicate (WTC), and proficiency may explain the extent to wh...

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Detalles Bibliográficos
Autores: Calzada Lizarraga, Asier, Azcaray Garay, Agurtzane
Tipo de recurso: artículo
Fecha de publicación:2024
País:España
Institución:Universidad del País Vasco
Repositorio:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/70522
Acceso en línea:http://hdl.handle.net/10810/70522
Access Level:acceso abierto
Palabra clave:willingness to communicate
interaction mindset
proficiency
collaborative writing
young learners
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spelling Exploring learner-related variables in child collaborative writing: interaction mindset, willingness to communicate and proficiencyCalzada Lizarraga, AsierAzcaray Garay, Agurtzanewillingness to communicateinteraction mindsetproficiencycollaborative writingyoung learners[EN] Collaborative writing (CW) tasks have been shown to generate interactional moves conducive to L2 learning. However, recent studies have demonstrated that learner-related variables, including interaction mindset (IM), willingness to communicate (WTC), and proficiency may explain the extent to which L2 learners notice errors or interact in these tasks. This study explores the impact of these individual differences on the interactional behaviours of child EFL learners, a population where this topic has been barely investigated. Fifty-seven children (ages 11– 12) took part in the study and completed a CWtask. Their proficiency was measured through a standardized test, and IM and WTC were measured from a trait-like and situation-specific perspective using a questionnaire and focal interviews. The dependent variable, L1/L2 oral task-based production, was quantified in words and turns. The multiple regression analyses failed to show any significant contribution of IM and WTC to learners’ L1/L2 use, while proficiency significantly impacted their L1 use: more proficiency led to less L1 use. Participants’ responses from the post-task interview highlighted the situational nature of IM and WTC. These findings shed light on the effects of child individual variables on CW tasks and suggest that future studies can test whether amount of learner talk in L1/L2 as mediated by proficiency determines ultimate learning.The work was supported by the Eusko Jaurlaritza [IT1426-22] and the MCIN/AEI/10.13039/501100011033 [PID2020-11360-GB-I00]De Gruyter202420242024info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/70522reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoInglésinfo:eu-repo/grantAgreement/MCIN/PID2020-11360-GB-I00/https://doi.org/10.1515/iral-2023-0238info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/3.0/es/© 2024 Walter de Gruyter GmbH, Berlin/Boston, deposited under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives Licenseoai:addi.ehu.eus:10810/705222026-06-18T09:23:17Z
dc.title.none.fl_str_mv Exploring learner-related variables in child collaborative writing: interaction mindset, willingness to communicate and proficiency
title Exploring learner-related variables in child collaborative writing: interaction mindset, willingness to communicate and proficiency
spellingShingle Exploring learner-related variables in child collaborative writing: interaction mindset, willingness to communicate and proficiency
Calzada Lizarraga, Asier
willingness to communicate
interaction mindset
proficiency
collaborative writing
young learners
title_short Exploring learner-related variables in child collaborative writing: interaction mindset, willingness to communicate and proficiency
title_full Exploring learner-related variables in child collaborative writing: interaction mindset, willingness to communicate and proficiency
title_fullStr Exploring learner-related variables in child collaborative writing: interaction mindset, willingness to communicate and proficiency
title_full_unstemmed Exploring learner-related variables in child collaborative writing: interaction mindset, willingness to communicate and proficiency
title_sort Exploring learner-related variables in child collaborative writing: interaction mindset, willingness to communicate and proficiency
dc.creator.none.fl_str_mv Calzada Lizarraga, Asier
Azcaray Garay, Agurtzane
author Calzada Lizarraga, Asier
author_facet Calzada Lizarraga, Asier
Azcaray Garay, Agurtzane
author_role author
author2 Azcaray Garay, Agurtzane
author2_role author
dc.subject.none.fl_str_mv willingness to communicate
interaction mindset
proficiency
collaborative writing
young learners
topic willingness to communicate
interaction mindset
proficiency
collaborative writing
young learners
description [EN] Collaborative writing (CW) tasks have been shown to generate interactional moves conducive to L2 learning. However, recent studies have demonstrated that learner-related variables, including interaction mindset (IM), willingness to communicate (WTC), and proficiency may explain the extent to which L2 learners notice errors or interact in these tasks. This study explores the impact of these individual differences on the interactional behaviours of child EFL learners, a population where this topic has been barely investigated. Fifty-seven children (ages 11– 12) took part in the study and completed a CWtask. Their proficiency was measured through a standardized test, and IM and WTC were measured from a trait-like and situation-specific perspective using a questionnaire and focal interviews. The dependent variable, L1/L2 oral task-based production, was quantified in words and turns. The multiple regression analyses failed to show any significant contribution of IM and WTC to learners’ L1/L2 use, while proficiency significantly impacted their L1 use: more proficiency led to less L1 use. Participants’ responses from the post-task interview highlighted the situational nature of IM and WTC. These findings shed light on the effects of child individual variables on CW tasks and suggest that future studies can test whether amount of learner talk in L1/L2 as mediated by proficiency determines ultimate learning.
publishDate 2024
dc.date.none.fl_str_mv 2024
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/70522
url http://hdl.handle.net/10810/70522
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/MCIN/PID2020-11360-GB-I00/
https://doi.org/10.1515/iral-2023-0238
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
eu_rights_str_mv openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/3.0/es/
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv De Gruyter
publisher.none.fl_str_mv De Gruyter
dc.source.none.fl_str_mv reponame:Addi. Archivo Digital para la Docencia y la Investigación
instname:Universidad del País Vasco
instname_str Universidad del País Vasco
reponame_str Addi. Archivo Digital para la Docencia y la Investigación
collection Addi. Archivo Digital para la Docencia y la Investigación
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,811543

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