Educating L2 Learners about Collaborative Writing: Exploring the Relationship between Knowledge of Collaborative Writing and Writing Products

Autor/inn/en	Chen, Wenting; Ren, Wei
Titel	Educating L2 Learners about Collaborative Writing: Exploring the Relationship between Knowledge of Collaborative Writing and Writing Products
Quelle	In: Language Awareness, 31 (2022) 3, S.371-391 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Wenting) ORCID (Ren, Wei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2021.1969403
Schlagwörter	Collaborative Writing; Accuracy; Language Fluency; Writing Instruction; Metacognition; Teaching Methods; Vocabulary Development; Comparative Analysis; Essays; Writing Processes; Research Universities; English (Second Language); Second Language Learning; Second Language Instruction; Adult Students; Student Placement; Language Tests; Intensive Language Courses; Journal Writing; Student Attitudes; Writing Evaluation; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Schreibunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; Essay; Aufsatzunterricht; Forschungseinrichtung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Schülerpraktikum; Language test; Sprachtest; Intensivkurs; Sprachkurs; Zeitschriftenaufsatz; Schülerverhalten
Abstract	Although research about the effectiveness of second or foreign language collaborative writing for jointly written products has proliferated in the last few decades, there has been less examination of whether and how pre-task preparation could maximize the language learning opportunities that collaborative writing can afford learners. Informed by metacognition theory, this study used a mixed-methods approach to investigate the impacts of one technique for preparing students, namely educating them about collaborative writing knowledge. This study compared collaborative writing products from two parallel classes (one with exposure to explicit collaborative writing knowledge and one without) to investigate whether and how knowledge about collaborative writing affected the complexity, fluency, accuracy, and quality of collaboratively drafted essays. The findings indicated that students who were exposed to collaborative writing knowledge outperformed those who were not in terms of the accuracy, fluency, and quality (content, organization, grammar, and vocabulary) of their collaboratively drafted essays. The findings also revealed that knowledge of collaborative writing affects the quality of collaboratively drafted essays from the perspective of metacognitive strategies, namely planning, monitoring, and evaluating one's own writing process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01