Collaborative writing among young EFL learners in a school context: product and process

The recent surge in studies on collaborative writing (CW) has providedvaluable insights into the product and process of writing. When writingtogether, adults tend to produce better texts and generate and resolvea large number of language-related episodes (LREs). Also, analyses ofthe dialogues of col...

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Detalles Bibliográficos
Autores: Lázaro Ibarrola, Amparo, Hidalgo Gordo, María Ángeles
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2022
País:España
Institución:Universidad Pública de Navarra
Repositorio:Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
OAI Identifier:oai:academica-e.unavarra.es:2454/45286
Acceso en línea:https://hdl.handle.net/2454/45286
Access Level:acceso abierto
Palabra clave:CAF
Collaborative writing
Language-related episodes
Writing-to-learn
Young learners
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spelling Collaborative writing among young EFL learners in a school context: product and processLázaro Ibarrola, AmparoHidalgo Gordo, María ÁngelesCAFCollaborative writingLanguage-related episodesWriting-to-learnYoung learnersThe recent surge in studies on collaborative writing (CW) has providedvaluable insights into the product and process of writing. When writingtogether, adults tend to produce better texts and generate and resolvea large number of language-related episodes (LREs). Also, analyses ofthe dialogues of collaborative writers show that learners are able toco-construct knowledge and mainly focus their attention on thegeneration of ideas. As for young learners (YLs), the very few studiescomparing jointly and individually written texts have not identified anyadvantages in the use of collaboratively written drafts.Furthermore,while YLs also produce and resolve LREs in CW tasks, no study to datehas provided a thorough analysis of their dialogues. To address thesegaps, this study compares the products of primary school learners ofEnglish as a foreign language (EFL) aged 11–12 writing in pairs (n= 20)and individually (n= 19) and provides a thorough analysis of pair talk(process). Results suggest that collaborative writers produced moreaccurate texts and focused most of their efforts on the generation ofideas and on the discussion and successful resolution of LREs. In light ofthese results the implementation of CW with YLs is encouraged.This work was supported by Ministry of Economy and Competitiveness: [Grant Number FFI2016-74950-P]; the Euska Herriko Unibertsitatea: [Grant Number Doctores recientes 2018-1].Taylor and FrancisInstitute for Advanced Social Research - ICOMMUNITAS2022info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfhttps://hdl.handle.net/2454/45286reponame:Academica-e. Repositorio Institucional de la Universidad Pública de Navarrainstname:Universidad Pública de NavarraInglésinfo:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2013-2016/FFI2016-74950-Pinfo:eu-repo/semantics/openAccessoai:academica-e.unavarra.es:2454/452862026-06-17T12:41:47Z
dc.title.none.fl_str_mv Collaborative writing among young EFL learners in a school context: product and process
title Collaborative writing among young EFL learners in a school context: product and process
spellingShingle Collaborative writing among young EFL learners in a school context: product and process
Lázaro Ibarrola, Amparo
CAF
Collaborative writing
Language-related episodes
Writing-to-learn
Young learners
title_short Collaborative writing among young EFL learners in a school context: product and process
title_full Collaborative writing among young EFL learners in a school context: product and process
title_fullStr Collaborative writing among young EFL learners in a school context: product and process
title_full_unstemmed Collaborative writing among young EFL learners in a school context: product and process
title_sort Collaborative writing among young EFL learners in a school context: product and process
dc.creator.none.fl_str_mv Lázaro Ibarrola, Amparo
Hidalgo Gordo, María Ángeles
author Lázaro Ibarrola, Amparo
author_facet Lázaro Ibarrola, Amparo
Hidalgo Gordo, María Ángeles
author_role author
author2 Hidalgo Gordo, María Ángeles
author2_role author
dc.contributor.none.fl_str_mv Institute for Advanced Social Research - ICOMMUNITAS
dc.subject.none.fl_str_mv CAF
Collaborative writing
Language-related episodes
Writing-to-learn
Young learners
topic CAF
Collaborative writing
Language-related episodes
Writing-to-learn
Young learners
description The recent surge in studies on collaborative writing (CW) has providedvaluable insights into the product and process of writing. When writingtogether, adults tend to produce better texts and generate and resolvea large number of language-related episodes (LREs). Also, analyses ofthe dialogues of collaborative writers show that learners are able toco-construct knowledge and mainly focus their attention on thegeneration of ideas. As for young learners (YLs), the very few studiescomparing jointly and individually written texts have not identified anyadvantages in the use of collaboratively written drafts.Furthermore,while YLs also produce and resolve LREs in CW tasks, no study to datehas provided a thorough analysis of their dialogues. To address thesegaps, this study compares the products of primary school learners ofEnglish as a foreign language (EFL) aged 11–12 writing in pairs (n= 20)and individually (n= 19) and provides a thorough analysis of pair talk(process). Results suggest that collaborative writers produced moreaccurate texts and focused most of their efforts on the generation ofideas and on the discussion and successful resolution of LREs. In light ofthese results the implementation of CW with YLs is encouraged.
publishDate 2022
dc.date.none.fl_str_mv 2022
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2454/45286
url https://hdl.handle.net/2454/45286
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2013-2016/FFI2016-74950-P
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Taylor and Francis
publisher.none.fl_str_mv Taylor and Francis
dc.source.none.fl_str_mv reponame:Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
instname:Universidad Pública de Navarra
instname_str Universidad Pública de Navarra
reponame_str Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
collection Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
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repository.mail.fl_str_mv
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