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Collaboration in the Revision of a Piece of Writing: An Analysis of Group Revision Sessions with University Students
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Aranzazu Bea Reyes; Carmen Rodríguez-Gonzalo – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2025
The importance of revision has been recognised by numerous scholars of the teaching and learning of writing (Abad & Rodríguez-Gonzalo, 2023; Bereiter & Scardamalia, 1987; Camps, 2020; Horning & Becker, 2006), especially if it is understood as a recursive and transversal phase that affects all levels of language (Álvarez Angulo, 2011;…
Descriptors: College Students, Collaborative Writing, Revision (Written Composition), Error Correction
A Multi-Faceted View of Engagement with Language: A Study with Young EFL Learners Working on a Collaborative Writing Task
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Agurtzane Azkarai; Asier Calzada – Classroom Discourse, 2024
Collaborative writing (CW) tasks require heightened Engagement with Language (EWL), as their learning potential has been shown to be mediated by the number of language-related episodes (LREs) or learners' patterns of interaction. Recent research on CW with young populations has investigated different dimensions of EWL, but a holistic view of the…
Descriptors: Collaborative Writing, English (Second Language), Second Language Learning, Second Language Instruction
Investigating EFL Children's Task Motivation Concerning the Use of Models as Written Corrective Feedback
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María Luquin; María del Pilar García Mayo – Studies in Second Language Learning and Teaching, 2025
This study investigated how the inclusion of model texts as a feedback technique affected students' task motivation and engagement in writing tasks. Adopting a longitudinal design, 60 English as a foreign language (EFL) children (aged 11-12) were divided into three groups: a treatment group, a long-term treatment group, and a control group. The…
Descriptors: Task Analysis, English (Second Language), Second Language Learning, Second Language Instruction
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, Belén; Cerezo, Lourdes; Nicolás-Conesa, Florentina – Studies in Second Language Learning and Teaching, 2022
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…
Descriptors: Second Language Learning, Second Language Instruction, Accuracy, Feedback (Response)