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Título: | Comparing individual vs. collaborative writing in Spanish EFL secondary education: Insights from CAF measures, propositional complexity, and communicative adequacy |
Fecha de publicación: | 2023 |
Editorial: | IGI GLOBAL |
Cita bibliográfica: | Vasylets, O., Criado, R., & Gris-Roca, J. (2023). Comparing individual vs. collaborative writing in Spanish EFL secondary education: Insights from CAF measures, propositional complexity, and communicative adequacy. In A. Garcés-Manzanera & M. E. Carrillo García (Eds.), New approaches to the investigation of language teaching and literature (pp. 154–170). |
ISBN: | Print: : 9781668460207 Electronic: 9781668460214 |
Materias relacionadas: | CDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo libre CDU::8-Lingüística y literatura::81 - Lingüística y lenguas |
Palabras clave: | Individual writing Collaborative writing Spanish EFL secondary education CAF measures Propositional complexity Communicative adequacy |
Resumen: | The aim of this study was to compare the quality of L2 writing performance in collaborative and individual writing conditions. A group of L1 Spanish secondary-school learners of English as a Foreign Language (EFL)–an under-researched population in L2 writing–were divided into individual (n = 26) and collaborative (n = 34) writing conditions. The 43 texts, written as response to a problem-solving task, were analysed in terms of accuracy, lexical and syntactic complexity, propositional complexity (idea units), fluency and communicative adequacy. In contrast with the previous findings from the literature, results refute the beneficial effects of collaborative writing on accuracy and do not confirm the similarities in syntactic complexity between both writing conditions, given the superiority of the collaborative one. These findings will be explained by drawing from the learning affordances provided by collaborative writing and certain methodological aspects. Future lines of classroom-based research and pedagogical implications will be indicated. |
Autor/es principal/es: | Vasylets, Olena Criado, Raquel Gris, Joaquín |
Facultad/Departamentos/Servicios: | Facultades, Departamentos, Servicios y Escuelas::Departamentos de la UMU::Filología Inglesa |
Forma parte de: | New approaches to the investigation of language teaching and literature |
URI: | http://hdl.handle.net/10201/137504 |
DOI: | https://doi.org/10.4018/978-1-6684-6020-7.ch009 |
Tipo de documento: | info:eu-repo/semantics/bookPart |
Número páginas / Extensión: | 21 |
Derechos: | info:eu-repo/semantics/embargoedAccess |
Aparece en las colecciones: | Libros o capítulos de libro: Filología Inglesa |
Ficheros en este ítem:
Fichero | Descripción | Tamaño | Formato | |
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VASYLETS-CRIADO-GRIS_Comparing Individual vs. Collaborative Writing in Spanish EFL Secondary Education_2023.pdf | 2,1 MB | Adobe PDF | Visualizar/Abrir |
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