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2013 | 11 | 47-56
Tytuł artykułu

The Effect of Collaborative Writing on EFL Students' Grammatical Accuracy

Treść / Zawartość
Warianty tytułu
Języki publikacji
EN
Abstrakty
EN
Writing is considered as an activity which is done individually and the role of thumb for its feedback is thought to be provided by teachers and instructors. Although there has been a growing body of research on using pair and small group activities in second or foreign language learning in relation to oral skill (e.g. Speaking), on writing there are only a few well-documented researches. This research describes a study exploring the effect of collaborative writing on EFL student's grammatical accuracy in their writing. A total of 50 Iranian Advanced students of English all male and with the age range of 20 to 24 participated in this study. The subjects were engaged in tasks in which they worked on each other's writing and gave feedback on grammatical points to each other. Obtaining corrective feedback from their fellows, enabled students to pinpoint their grammatical errors better and subsequently improve their grammatical accuracy in their upcoming writings. The results suggest that collaborative writing (CW) is beneficial in allowing EFL learners to make gain in grammatical accuracy. (original abstract)
Rocznik
Tom
11
Strony
47-56
Opis fizyczny
Twórcy
  • Islamic Azad University, Ghorveh, Iran
  • Islamic Azad University, Ghorveh, Iran
  • Islamic Azad University, Ghorveh, Iran, student
Bibliografia
  • [1] Alegría de la Colina, A., & García Mayo, M. P. (2007). Attention to form across collaborative tasks by low-proficiency learners in an EFL setting. In M. P. García Mayo (Ed.), Investigating tasks in foreign language learning (pp. 91-116). Clevedon: Multilingual Matters.
  • [2] Bitchener J., Journal of Second Language Writing 17 (2008) 102-118.
  • [3] Bitchener J., Journal of Second Language Writing 18 (2009) 276-279.
  • [4] Bitchener J., Journal of Second Language Writing 21 (2012) 348-363.
  • [5] Bitchener J., Knoch U., Applied Linguistics 31 (2010) 193-214.
  • [6] Ferris, D. (2002). Treatment of error in second language student writing. Ann Arbor: University of Michigan Press.
  • [7] Hirvela, A. (2011). Writing to learn in content areas: Research insights. In R. Manchón (Ed.), Learning-to-write and writing-to-learn in an additional language (pp. 159-180). Amsterdam: John Benjamins.
  • [8] Hussein Meihami, International Letters of Social and Humanistic Sciences 8 (2013) 8-23.
  • [9] Hussein Meihami, Bahram Meihami, International Letters of Social Humanistic Sciences 7 (2013) 86-95.
  • [10] Manchón, R. (2011). Writing to learn the language: Issues in theory and research. In R. Manchón (Ed.), Learning-to-write and writing-to-learn in an additional language (pp. 61-84). Amsterdam: John Benjamins.
  • [11] Monirosadat Hosseini, Mohamad Ehsan Taghizadeh, Mohamad Jafre Zainol Abedin, Elham Naseri, International Letters of Social and Humanistic Sciences 6 (2013) 1-12.
  • [12] Qi D. S., Lapkin, S., Journal of Second Language Writing 10 (2001) 277-303.
  • [13] Sachs R., Polio C., Studies in Second Language Acquisition 29 (2007) 67-100.
  • [14] Storch N., International Journal of English Studies 10 (2010) 29-46.
  • [15] Storch N., Aldosari A., Language Teaching Research, 14 (2010) 355-376.
  • [16] Storch N., Wigglesworth G. (2007). Writing tasks: The effect of collaboration. In M. P. García Mayo (Ed.), Investigating tasks in foreign language learning (pp. 157-177). Clevedon: Multilingual Matters.
  • [17] Truscott J., Journal of Second Language Writing 16 (2007) 255-272.
  • [18] Van Beuningen C., De Jong N., Kuiken F., Language Learning 62 (2012) 1-41.
  • [19] Watanabe Y., Swain M., Language Teaching Research 12 (2008) 211-234.
  • [20] Wigglesworth G., Storch N., Language Testing 26 (2009) 45-466.
  • [21] Wigglesworth, G., & Storch, N. (2012). Feedback and writing development through collaboration: A socio-cultural approach. In R. Manchón (Ed.), L2 writing development: Multiple perspectives (pp. 69-101). New York: De Gruyter Mouton.
  • [22] Williams J., Journal of Second Language Writing 21 (2012) 321-331.
Typ dokumentu
Bibliografia
Identyfikatory
Identyfikator YADDA
bwmeta1.element.ekon-element-000171318709
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