The effect of collaborative writing in an EFL secondary setting

Izaskun Villarreal · Nora Gil Sarratea

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EFL/ESL Teaching and Learning Innovative Teaching and Learning Methods Second Language Acquisition and Learning

Abstract

Collaborative writing (CW) has been proven advantageous to enhance the second and foreign language skills of university students. However, little research to date has explored whether CW practices are fruitful for secondary school learners in foreign language (FL) contexts, a population characterized by low language proficiency levels, and few opportunities to engage with the FL. The present classroom-based study examines CW in this setting and aims to determine whether CW fosters language opportunities, operationalized as language-related episodes (LREs), which will allow learners in low-input scenarios to compose better texts. Two parallel intact classes were studied: a control group ( n = 16) which produced an argumentative essay individually, and an experimental group ( n = 16) which did so in pairs while recording their interactions. The findings revealed that the pairs produced shorter but more accurate and slightly more lexically and grammatically complex texts and obtained higher scores in content, structure and organization. Collaboration afforded students the opportunity to pool ideas, deliberate over language use, and provide each other with feedback (collective scaffolding). Most importantly, collaborating seemed to be beneficial for all intermediate secondary learners and, thus, a useful strategy for improving FL writing skills in the secondary school context.

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References

1978Mind in Society: The Development of Higher Psychological Processes 2009Common European Framework of Reference for Languages: learning, teaching, assessment 1990The Role of Consciousness in Second Language Learning1 1996The Role of the Linguistic Environment in Second Language Acquisition 2013Sociocultural Theory and Second Language Learning 1979Linguistic Interdependence and the Educational Development of Bilingual Children 2017Journal of Education and Practice 1998Focus on form in classroom second language acquisition

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2020Child learners’ reflections about EFL grammar in a collaborative writing task: when form is not at odds with communication 2013Trends in Language Acquisition Research 2021The Effects of Collaborative Writing on Students’ Writing Fluency: An Efficient Framework for Collaborative Writing 2020Regulated learning and self-efficacy beliefs in peer collaborative writing: An exploratory study of L2 learners’ written products, task discussions, and self-reports 2021Exploring the use of models as a written corrective feedback technique among EFL children

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