Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work
By A. Dobao. 2012
505 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/6b1a406f13303d0e234023629de051bbf5f741d9
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In Developmental and Educational Psychology
In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- Vocabulary learning in collaborative tasks: A comparison of pair and small group work (2014, methodology): “This means a higher probability to find a correct solution to the language-related problems encountered (see Fernández Dobao, 2012).”
- The effect of collaborative writing in an EFL secondary setting (2019, methodology): “…for collaborators (but see Storch, 2005 for positive results) and the lack of improvement has been attributed to the aspects analysed (Wigglesworth & Storch, 2009), insufficient writing time (Fernández Dobao, 2012) or the limited attentional resources of the students (McDonough et al., 2018).”
- Peer feedback in second language writing (2005–2014) (2016, background): “Research in this paradigm has provided much evidence that peer interaction (learner–learner interaction) and collaborative learning can create L2 learning opportunities and lead to social and cognitive gains (Ohta 2000; Storch 2001; Dobao 2012).”