Literaturnachweis - Detailanzeige
| Autor/inn/en | Alwaleedi, Mohammed Ali; Gillies, Robyn M.; Obaidul Hamid, M. |
|---|---|
| Titel | Collaborative Writing in Arabic as a Second Language (ASL) Classrooms: A Mixed-Method Study |
| Quelle | In: Language, Culture and Curriculum, 32 (2019) 2, S.157-172 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Alwaleedi, Mohammed Ali) ORCID (Gillies, Robyn M.) ORCID (Obaidul Hamid, M.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0790-8318 |
| DOI | 10.1080/07908318.2018.1521422 |
| Schlagwörter | Collaborative Writing; Semitic Languages; Second Language Learning; Second Language Instruction; Intervention; Writing Instruction; Audio Equipment; Pretests Posttests; Scores; Writing Skills; Case Studies; Comparative Analysis; Males; Foreign Countries; Group Dynamics; College Preparation; Cooperative Learning; Brainstorming; Saudi Arabia |
| Abstract | The study reported in this article investigated the processes and the effects of collaborative writing on 64 students' writing skills in two Arabic as a second language (ASL) teachers' classrooms. The authors employed a mixed methods approach that integrated a qualitative case study and a quasi-experimental design. The data collected included classroom observations and audiotapes of verbal interactions. Pre- and post-test scores of students in collaborative (experimental) writing groups and in traditional (control) groups were compared. The findings indicated variations in interaction patterns during collaborative writing activities in both groups. The findings also suggest that there was a statistically significant difference between the scores of the experimental and the control groups which may be attributed to the collaborative writing intervention. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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