Chapter 1. Child EFL grammar learning through a collaborative writing task

2020 ◽  
pp. 20-39
Author(s):  
Asier Calzada ◽  
María del Pilar García Mayo
Keyword(s):  
Collaborative Writing ◽  
Grammar Learning ◽  
Writing Task

Peer-interaction patterns in a Chinese as a foreign language pair writing task

2021 ◽  
Vol 55 (2) ◽  
Author(s):  
Mengying Zhai
Keyword(s):  
Foreign Language ◽  
Peer Interaction ◽  
Collaborative Writing ◽  
Pair Interaction ◽  
Interaction Patterns ◽  
Fine Grained ◽  
The Past ◽  
Chinese Learners ◽  
Writing Task ◽  
Language Pair

Abstract Research on peer interaction patterns over the past three decades has provided insights regarding how relationships formed among peers can influence task performance. Six pairs of intermediate Chinese learners participating in a collaborative writing task were recruited, and their pair-interaction patterns were investigated for detailed evidence of how such patterns were constructed through their co-participation measured by two indices proposed by Storch (2002a), equality and mutuality. Furthermore, taking a Conversation Analytical (CA) perspective, this study also examined the fine-grained detail of several interactional practices displaying participants’ orientation to the peer relationship. This revealed that each pair displayed a distinctive interaction pattern that was constructed through diverse participatory practices which are contingent upon the ongoing interaction as it unfolds. The findings shed new light into analyzing pair interactions in collaborative writing from a CA perspective in CFL settings and have important implications for studying interaction patterns and implementing collaborative writing tasks.

Child EFL learners’ attitudes towards a collaborative writing task

2020 ◽  
Vol 2 (1) ◽  
pp. 52-72
Author(s):  
Asier Calzada ◽  
María del Pilar García Mayo
Keyword(s):  
Small Groups ◽  
Positive Attitude ◽  
Collaborative Writing ◽  
Learning Opportunities ◽  
Attitude Questionnaire ◽  
Efl Learners ◽  
Young Learners ◽  
L1 And L2 Writing ◽  
L1 And L2 ◽  
Writing Task

Abstract The way learners engage with tasks can crucially impact on learning opportunities and, therefore, more attention is now being devoted to task affect. This study examines the attitudes of an underresearched population, child EFL learners, towards a collaborative dictogloss task. Thirty-two Spanish EFL children (ages 11–12) completed the task in pairs and small groups at their school, and an attitude questionnaire one week after. Results show that learners had a positive attitude towards L1 and L2 writing, collaboration in the classroom, and the task itself, regardless of their grouping condition. Although these children did not mention in their responses any explicit grammar gains as a result of the task, they considered the blend of the written and oral mode and the opportunities for peer assistance to be beneficial. These results are encouraging for the promotion of collaborative writing tasks with young learners in communicative contexts.

EXPLORING THE ROLE PLAYED BY ERROR CORRECTION AND MODELS ON CHILDREN’S REPORTED NOTICING AND OUTPUT PRODUCTION IN A L2 WRITING TASK

2013 ◽  
Vol 36 (3) ◽  
pp. 451-485 ◽  
Author(s):  
Yvette Coyle ◽  
Julio Roca de Larios
Keyword(s):  
Second Language Acquisition ◽  
Error Correction ◽  
Language Learners ◽  
Collaborative Writing ◽  
Foreign Language Learners ◽  
Feedback Strategies ◽  
Feedback Error ◽  
Model Texts ◽  
Writing Task

This article reports an empirical study in which we explored the role played by two forms of feedback—error correction and model texts—on child English as a foreign language learners’ reported noticing and written output. The study was carried out with 11- and 12-year-old children placed in proficiency-matched pairs who engaged in a three-stage collaborative writing task involving (a) spontaneous noticing of linguistic problems while composing, (b) comparison of their texts with the feedback provided, and (c) rewriting of their original output. Results indicate that although the children noticed and later incorporated mainly lexical features into their output, gains in the linguistic acceptability and comprehensibility of their revised texts showed an advantage for error correction over models. Learners in the error correction condition reported more noticing of grammar at the comparison stage, which later emerged in their revisions. The potential effects of both feedback strategies on children’s reported noticing and output production are discussed, and conclusions are drawn for the role of feedback in children’s classroom second language acquisition.

scholarly journals Foreign Language Exposure in Knowledge-Building Forums Using English as a Foreign Language

2020 ◽  
Vol 46 (2) ◽  
Author(s):  
Marni Manegre
Keyword(s):  
Foreign Language ◽  
Interaction Effect ◽  
Test Scores ◽  
English Language ◽  
Knowledge Building ◽  
Collaborative Writing ◽  
Language And Culture ◽  
Cultural Exposure ◽  
One Way Anova ◽  
Writing Task

This study examines whether the students with higher levels of language and cultural awareness relating to the L2 share this knowledge with their peers in collaborative writing tasks when participating in the Knowledge Building International Project (KBIP). The study was conducted in two Spanish classrooms, where the participants were bilingual in both Catalan and Spanish.  A pre-questionnaire was used to determine the level of exposure to English language and English culture and the students were scored on their responses and then divided into three groups: low-, medium-, and high-level exposure to English. A one-way ANOVA was used to determine whether exposure to English language and culture outside of the classroom would influence pre-test scores. There is an interaction effect between language and cultural exposure and the pre-test scores (F = 5.17).  Upon the conclusion of the collaborative writing task, a one-way ANOVA was used to determine whether there was an interaction effect between language and cultural exposure and the post-test scores (F = 4.47). The student scores increased at the same rate across the groups.  This indicates that the students did not share their knowledge of the English language and culture with their peers in this online writing task.

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