Collaborative writing: fostering foreign language and writing conventions development
By Idoia Elola, Ana Oskoz. Language Learning & Technology, 2010
440 citations recorded by the source corpus.
The use of social technologies, such as wikis and chats, has brought a renewed attention to L2 collaborative writing. Yet, a question that still remains to be answered is the extent to which learners’ writing is enhanced when using these tools. By analyzing learners’ individual and collaborative writing, this study (a) explores L2 learners’ approaches to the writing task in the wikis, (b) examines learners’ collaborative synchronous interactions when discussing content, structure and other aspects related to the elaboration of the writing task, and (c) describes learners’ perceptions of individual and collaborative writing and their impressions of the use of social tools in the FL writing class. Analysis of the data showed that while statistically significant differences were not evident in terms of fluency, accuracy and complexity when comparing the individual and collaborative assignments, there were observable trends that inform us about how learners’ interactions with the text differ when working individually or collaboratively. Further, an analysis of learners’ approaches to collaborative writing through the use of social tools shows that wikis and chats allowed them to concentrate on writing components in a different, yet complementary, manner depending on whether they interacted in the wikis or in the chats.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/588386f7a28d933f53eb607e65f30b3683eb779f
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Citations in the corpus
- The Strengths and Weaknesses of Cooperative Learning and Problem-based Learning in EFL Writing Class: Teachers and Students’ Perspectives (2018, background): “Some of the studies indicated that cooperative learning could help students develop their English language skills, including writing skills (Atkinson, 2003; Chen, 2004; Cole, 2012; Elola & Oskoz, 2010; Mahmoud, 2014; Wong, Chin, Chen, & Gao, 2009).”
- Collaborative writing among second language learners in academic web-based projects (2012, background): “These findings are consistent with Elola and Oskoz (2010), in that students writing collaboratively in a wiki demonstrated improved accuracy.”
- Review of Studies on Technology-Enhanced Language Learning and Teaching (2020, background): “Collaborative writing tools provide useful features, including writing anywhere and viewing or reverting to previous versions of a text, as well as tracking the process of collaboration [83].”