How can collaboration impact writings in the L2 in a high-complexity school?
This study seeks to investigate the impact of collaboration on written productions in the L2 in a high-complexity school situated in the Maresme area (Barcelona). In order to carry out the research, qualitative data has been used to draw a comparison between sixteen individual writings and four coll...
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| Tipo de recurso: | tesis de maestría |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:211087 |
| Acceso en línea: | https://ddd.uab.cat/record/211087 |
| Access Level: | acceso abierto |
| Palabra clave: | Anglès -- Redacció i exercicis Anglès -- Educació secundària obligatòria Anglès -- Ensenyament correctiu Avaluació educativa -- Catalunya Educació -- Investigació -- Catalunya Educació secundària obligatòria Comunicació escrita Aprenentatge -- Treball en equip Aprenentatge actiu Treball en equip Alumnes d'educació secundària obligatòria Interacció educativa Ensenyament correctiu Escriptura -- Ensenyament correctiu |
| Sumario: | This study seeks to investigate the impact of collaboration on written productions in the L2 in a high-complexity school situated in the Maresme area (Barcelona). In order to carry out the research, qualitative data has been used to draw a comparison between sixteen individual writings and four collaborative texts performed by 2nd ESO students, with a low command of English, during a 2-hour class session. Consisting of three phases, this analysis focuses first on the texts from an error point of view; then it observes the students' conversations during the collaborative task through video recordings, and, finally, it provides an overview of their perception based on a questionnaire administered after the two tasks. Findings show a significant improvement in the overall results in regard to language production and a positive attitude from the students towards collaboration, which should be further explored by teachers working in challenging contexts. |
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