L1 use and patterns of interaction of young EFL learners in a collaborative writing task

Research on L1 use among young EFL learners is scarce and has been mainly conducted with oral tasks, while collaborative writing (CW) tasks have been underexplored. CW provides learners with many opportunities for L2 development, especially when they work in collaborative patterns of interaction. In...

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Detalles Bibliográficos
Autor: Azcaray Garay, Agurtzane
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad del País Vasco
Repositorio:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/70817
Acceso en línea:http://hdl.handle.net/10810/70817
Access Level:acceso abierto
Palabra clave:L1 use
patterns of interaction
young learners
collaborative writing
EFL
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spelling L1 use and patterns of interaction of young EFL learners in a collaborative writing taskAzcaray Garay, AgurtzaneL1 usepatterns of interactionyoung learnerscollaborative writingEFLResearch on L1 use among young EFL learners is scarce and has been mainly conducted with oral tasks, while collaborative writing (CW) tasks have been underexplored. CW provides learners with many opportunities for L2 development, especially when they work in collaborative patterns of interaction. In research with young EFL learners, the relationship between L1 use, CW and patterns of interaction has not been studied yet, and it is important to assess the extent to which the patterns of interaction formed in CW tasks play a role in L1 use by these learners, because these three factors have been claimed to impact L2 development. Thus, this study examines whether the patterns of interaction formed played a role in the L1 use and functions of 56 young EFL learners while they worked on a CW task at two different times. The findings indicated that these EFL learners showed mainly parallel/passive or collaborative patterns of interaction at both testing times, that the L1 was used mainly for metacognitive issues, although differences existed from pattern to pattern, and that a collaborative pattern of interaction resulted in more L1 use. The results are discussed following the pedagogical implications of these findings for the EFL classroom.John Benjamin's202420242023info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/70817reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoIngléshttps://www.jbe-platform.com/content/journals/10.1075/ltyl.22010.azkinfo:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc/4.0/© John Benjamins Publishing Company. Available under the CC BY-NC 4.0 license.oai:addi.ehu.eus:10810/708172026-06-18T09:23:17Z
dc.title.none.fl_str_mv L1 use and patterns of interaction of young EFL learners in a collaborative writing task
title L1 use and patterns of interaction of young EFL learners in a collaborative writing task
spellingShingle L1 use and patterns of interaction of young EFL learners in a collaborative writing task
Azcaray Garay, Agurtzane
L1 use
patterns of interaction
young learners
collaborative writing
EFL
title_short L1 use and patterns of interaction of young EFL learners in a collaborative writing task
title_full L1 use and patterns of interaction of young EFL learners in a collaborative writing task
title_fullStr L1 use and patterns of interaction of young EFL learners in a collaborative writing task
title_full_unstemmed L1 use and patterns of interaction of young EFL learners in a collaborative writing task
title_sort L1 use and patterns of interaction of young EFL learners in a collaborative writing task
dc.creator.none.fl_str_mv Azcaray Garay, Agurtzane
author Azcaray Garay, Agurtzane
author_facet Azcaray Garay, Agurtzane
author_role author
dc.subject.none.fl_str_mv L1 use
patterns of interaction
young learners
collaborative writing
EFL
topic L1 use
patterns of interaction
young learners
collaborative writing
EFL
description Research on L1 use among young EFL learners is scarce and has been mainly conducted with oral tasks, while collaborative writing (CW) tasks have been underexplored. CW provides learners with many opportunities for L2 development, especially when they work in collaborative patterns of interaction. In research with young EFL learners, the relationship between L1 use, CW and patterns of interaction has not been studied yet, and it is important to assess the extent to which the patterns of interaction formed in CW tasks play a role in L1 use by these learners, because these three factors have been claimed to impact L2 development. Thus, this study examines whether the patterns of interaction formed played a role in the L1 use and functions of 56 young EFL learners while they worked on a CW task at two different times. The findings indicated that these EFL learners showed mainly parallel/passive or collaborative patterns of interaction at both testing times, that the L1 was used mainly for metacognitive issues, although differences existed from pattern to pattern, and that a collaborative pattern of interaction resulted in more L1 use. The results are discussed following the pedagogical implications of these findings for the EFL classroom.
publishDate 2023
dc.date.none.fl_str_mv 2023
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/10810/70817
url http://hdl.handle.net/10810/70817
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv https://www.jbe-platform.com/content/journals/10.1075/ltyl.22010.azk
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc/4.0/
© John Benjamins Publishing Company. Available under the CC BY-NC 4.0 license.
eu_rights_str_mv openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc/4.0/
© John Benjamins Publishing Company. Available under the CC BY-NC 4.0 license.
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv John Benjamin's
publisher.none.fl_str_mv John Benjamin's
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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