Pair versus individual writing: Effects on fluency, complexity and accuracy

By Gillian Wigglesworth, N. Storch. 2009

492 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/ebb234fbfed369b86e5bf182cfae3a3a874f7bcb

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Citations in the corpus

Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students (2020, methodology): “We mainly drew upon the measures developed and used by Wigglesworth and Storch (2009) to analyse writing CAF.”
The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement (2019, background): “Moreover, scholars (Hanjani 2016; Wigglesworth and Storch 2009) argue that if language learners cooperate with each other during the learning process, they will have better and more chances to use the language communicatively and hence to improve their L2 skills.”
Collaborative Writing in L2 Contexts: Processes, Outcomes, and Future Directions (2011, background): “In a larger-scale experimental study, Wigglesworth and Storch (2009) compared texts produced by 48 pairs with texts produced by 48 learners working individually.”
Vocabulary learning in collaborative tasks: A comparison of pair and small group work (2014, background): “Pairs tend to produce linguistically more accurate texts than individual learners (Storch, 1999, 2005; Storch & Wigglesworth, 2007; Wigglesworth & Storch, 2009).”
The effect of collaborative writing in an EFL secondary setting (2019, methodology): “…morphological errors (e.g. verb tense, subject–verb agreement, errors in use of articles and prepositions, errors in word forms); (2) lexical errors which include confusion of word choice; and (3) mechanical errors in spelling and punctuation (Fernández Dobao, 2012; Wigglesworth & Storch, 2009).”
The Potential Role(s) of Writing in Second Language Development. (2012, background): “…occurs during collaborative prewriting activities can increase interactional moves thought to facilitate language learning (Brooks & Swain, 2009; Kuiken & Vedder, 2005; Niu, 2009; Storch, 1999; Storch & Wigglesworth, 2007; Wigglesworth & Storch, 2009; see also Wiggleworth & Storch, in this issue).”