Collaborative writing and patterns of interaction in young learners: The interplay between pair dynamics and pairing method in LRE production

A considerable body of research within the Socio-cultural theory (Lantolf & Appel, 1994) examines how learners express their linguistic gaps verbally, or question their own or others? language use when writing collaboratively, i.e., produce Languagerelated episodes (LREs; Swain & Lapkin, 199...

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Autores: Basterrechea, María, Gallardo del Puerto, Francisco|||0000-0001-8578-9861
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad de Cantabria (UC)
Repositorio:UCrea Repositorio Abierto de la Universidad de Cantabria
Idioma:inglés
OAI Identifier:oai:repositorio.unican.es:10902/32533
Acceso en línea:https://hdl.handle.net/10902/32533
Access Level:acceso abierto
Palabra clave:Language-related episodes (LRE)
Patterns of interaction
Pair formation method
Collaborative writing
Form-focused LREs
Episodios Relacionados con el Lenguaje (ERLs)
Patrones de interacción
Método de emparejamiento
Escritura colaborativa
ERLs enfocados en la forma
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oai_identifier_str oai:repositorio.unican.es:10902/32533
network_acronym_str ES
network_name_str España
repository_id_str
dc.title.none.fl_str_mv Collaborative writing and patterns of interaction in young learners: The interplay between pair dynamics and pairing method in LRE production
title Collaborative writing and patterns of interaction in young learners: The interplay between pair dynamics and pairing method in LRE production
spellingShingle Collaborative writing and patterns of interaction in young learners: The interplay between pair dynamics and pairing method in LRE production
Basterrechea, María
Language-related episodes (LRE)
Patterns of interaction
Pair formation method
Collaborative writing
Form-focused LREs
Episodios Relacionados con el Lenguaje (ERLs)
Patrones de interacción
Método de emparejamiento
Escritura colaborativa
ERLs enfocados en la forma
title_short Collaborative writing and patterns of interaction in young learners: The interplay between pair dynamics and pairing method in LRE production
title_full Collaborative writing and patterns of interaction in young learners: The interplay between pair dynamics and pairing method in LRE production
title_fullStr Collaborative writing and patterns of interaction in young learners: The interplay between pair dynamics and pairing method in LRE production
title_full_unstemmed Collaborative writing and patterns of interaction in young learners: The interplay between pair dynamics and pairing method in LRE production
title_sort Collaborative writing and patterns of interaction in young learners: The interplay between pair dynamics and pairing method in LRE production
dc.creator.none.fl_str_mv Basterrechea, María
Gallardo del Puerto, Francisco|||0000-0001-8578-9861
author Basterrechea, María
author_facet Basterrechea, María
Gallardo del Puerto, Francisco|||0000-0001-8578-9861
author_role author
author2 Gallardo del Puerto, Francisco|||0000-0001-8578-9861
author2_role author
dc.contributor.none.fl_str_mv Universidad de Cantabria
dc.subject.none.fl_str_mv Language-related episodes (LRE)
Patterns of interaction
Pair formation method
Collaborative writing
Form-focused LREs
Episodios Relacionados con el Lenguaje (ERLs)
Patrones de interacción
Método de emparejamiento
Escritura colaborativa
ERLs enfocados en la forma
topic Language-related episodes (LRE)
Patterns of interaction
Pair formation method
Collaborative writing
Form-focused LREs
Episodios Relacionados con el Lenguaje (ERLs)
Patrones de interacción
Método de emparejamiento
Escritura colaborativa
ERLs enfocados en la forma
description A considerable body of research within the Socio-cultural theory (Lantolf & Appel, 1994) examines how learners express their linguistic gaps verbally, or question their own or others? language use when writing collaboratively, i.e., produce Languagerelated episodes (LREs; Swain & Lapkin, 1998). Several studies have also explored the effect that different patterns of interaction (Storch, 2002) have on the production of LREs with adult learners (e.g., Mozaffari, 2017; Storch & Aldosari 2013), but little research has compared the effect of these patterns of interaction and pair formation method (i.e., student-selected and proficiency-matched) on young EFL learners? ability to attend to language, and much less on the type of grammatical features they focus on in LREs. This study examines young EFL learners? (aged 10-12) production of LREs and pair dynamics in student-selected vs. proficiency-matched groups while completing a collaborative writing task. It was found that young EFL learners mainly exhibit a collaborative type of dynamics and resolved more LREs accurately, together with expert-novice groups. Matched proficiency was more beneficial, as these groups produced more target-like LREs. As per the type of form-focused LREs produced, these young learners focused primarily on spelling issues and less on grammatical knowledge-induced ones.
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-01-20
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
NA
http://purl.org/coar/version/c_be7fb7dd8ff6fe43
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10902/32533
url https://hdl.handle.net/10902/32533
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Universidade de Vigo
publisher.none.fl_str_mv Universidade de Vigo
dc.source.none.fl_str_mv Vigo International Journal of Applied Linguistics, 2023, 20, 49-76
reponame:UCrea Repositorio Abierto de la Universidad de Cantabria
instname:Universidad de Cantabria (UC)
instname_str Universidad de Cantabria (UC)
reponame_str UCrea Repositorio Abierto de la Universidad de Cantabria
collection UCrea Repositorio Abierto de la Universidad de Cantabria
repository.name.fl_str_mv
repository.mail.fl_str_mv
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spelling Collaborative writing and patterns of interaction in young learners: The interplay between pair dynamics and pairing method in LRE productionBasterrechea, MaríaGallardo del Puerto, Francisco|||0000-0001-8578-9861Language-related episodes (LRE)Patterns of interactionPair formation methodCollaborative writingForm-focused LREsEpisodios Relacionados con el Lenguaje (ERLs)Patrones de interacciónMétodo de emparejamientoEscritura colaborativaERLs enfocados en la formaA considerable body of research within the Socio-cultural theory (Lantolf & Appel, 1994) examines how learners express their linguistic gaps verbally, or question their own or others? language use when writing collaboratively, i.e., produce Languagerelated episodes (LREs; Swain & Lapkin, 1998). Several studies have also explored the effect that different patterns of interaction (Storch, 2002) have on the production of LREs with adult learners (e.g., Mozaffari, 2017; Storch & Aldosari 2013), but little research has compared the effect of these patterns of interaction and pair formation method (i.e., student-selected and proficiency-matched) on young EFL learners? ability to attend to language, and much less on the type of grammatical features they focus on in LREs. This study examines young EFL learners? (aged 10-12) production of LREs and pair dynamics in student-selected vs. proficiency-matched groups while completing a collaborative writing task. It was found that young EFL learners mainly exhibit a collaborative type of dynamics and resolved more LREs accurately, together with expert-novice groups. Matched proficiency was more beneficial, as these groups produced more target-like LREs. As per the type of form-focused LREs produced, these young learners focused primarily on spelling issues and less on grammatical knowledge-induced ones.Un número considerable de estudios enmarcados en la Teoría Sociocultural (Lantolf y Appel, 1994) investiga el modo en el que los/as aprendices expresan verbalmente sus lagunas lingüísticas, o cuestionan el uso propio o ajeno del lenguaje durante la escritura colaborativa, es decir, producen Episodios Relacionados con el Lenguaje (ERLs; Swain y Lapkin, 1998).Varios estudios han examinado, además, el efecto que los patrones de interacción (Storch, 2002) ejercen en la producción de los ERLs con aprendices adultos (véase Mozaffari, 2017; Storch y Aldosari, 2013), aunque pocos estudios han comparado el efecto de dichos patrones de interacción y el método de emparejamiento (es decir, formación de parejas en base a las preferencias de los/as propios/as aprendices y en base a la proficiencia) en la capacidad de los/las aprendices jóvenes de inglés como lengua extranjera (ILE) para atender a la lengua, y menos aún en el tipo de rasgos gramaticales en los que éstos/as se enfocan en la producción de ERLs. Este estudio examina la producción de los ERLs y los patrones de interacción en parejas formadas en base a sus preferencias o su proficiencia en jóvenes aprendices de ILE (10-12 años) durante una tarea colaborativa escrita. Los resultados demostraron que los jóvenes aprendices de ILE mantuvieron generalmente un tipo de dinámica colaborativa, quienes también resolvieron una mayor cantidad de ERLs de forma correcta, junto con las parejas experto/a-novato/a. En cuanto al tipo de emparejamiento, las parejas establecidas en base a su proficiencia obtuvieron resultados más beneficiosos en tanto en cuanto produjeron un mayor número de ERLs con resolución correcta. En cuanto al tipo de LREs enfocados a la forma, los/las participantes se enfocaron mayormente en aspectos relacionados con la ortografía y en menor medida en aspectos derivados de un conocimiento gramatical.This work was supported by grants FFI2016-74950-P (Spanish Ministry of Economy and Competitiveness, National Research Agency and European Regional Development Fund- AEI/FEDER/EU) and IT904-16 (Basque Government).Universidade de VigoUniversidad de Cantabria20232023-01-20journal articlehttp://purl.org/coar/resource_type/c_6501NAhttp://purl.org/coar/version/c_be7fb7dd8ff6fe43info:eu-repo/semantics/articlehttps://hdl.handle.net/10902/32533Vigo International Journal of Applied Linguistics, 2023, 20, 49-76reponame:UCrea Repositorio Abierto de la Universidad de Cantabriainstname:Universidad de Cantabria (UC)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:repositorio.unican.es:10902/325332026-06-02T12:39:31Z
score 15.301603

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