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A classroom-based study on the effects of WCF on accuracy in pen-and-paper versus computer-mediated collaborative writing

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González-Cruz, Cerezo, Nicolás-Conesa, 2022. A classroom-based study on the effects of WCF on accuracy in pen-and-paper versus computer-mediated collaborative writing.pdf(137.36 KB)
Date
2022-12-27
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Authors
González-Cruz, Belén ; Cerezo, Lourdes ; Nicolás-Conesa, Florentina
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Publisher
Adam Mickiewicz University Poznan, Faculty of English
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Didáctica de la Lengua y la Literatura (Español, Inglés, Francés)
DOI
https://doi.org/10.14746/ssllt.2022.12.4.5
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info:eu-repo/semantics/article
Description
© 2022. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0/. This document is the Published version of a Published Work that appeared in final form in Studies in Second Language Learning and Teaching. To access the final edited and published work see https://doi.org/10.14746/ssllt.2022.12.4.5
Abstract
This study compared the effects of computer-mediated (CM) versus pen-and-paper (P&P) writing on written accuracy and feedback processing in tasks written and rewritten collaboratively following a pedagogical treatment in two intact authentic classrooms. The study involved 32 secondary education low-proficiency English-as-a-foreign-language (EFL) learners writing two descriptive texts collaboratively and receiving in-class training in the identification and correction of grammatical, lexical, and mechanical errors. Participants were provided with unfocused direct error correction (EC). Error logs were used to facilitate noticing of teacher corrections (i.e., feedback processing). Dyads were required to rewrite their texts for evidence of feedback uptake. Results indicate that writing collaboratively on the computer with the availability of the Internet contributes to increased grammatical and lexical accuracy. No differences were found between writing environments regarding feedback processing or accuracy of rewritten texts.
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Computer-mediated collaborative writing , Feedback processing , L2accuracy , Pen-and-paper writing , Written corrective feedback
Citation
Studies in Second Language Learning and Teaching, 12(4), 623–650
URI
http://hdl.handle.net/10201/156953
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