Literaturnachweis - Detailanzeige
Autor/inn/en | González-Cruz, Belén; Cerezo, Lourdes; Nicolás-Conesa, Florentina |
---|---|
Titel | A Classroom-Based Study on the Effects of WCF on Accuracy in Pen-and-Paper versus Computer-Mediated Collaborative Writing |
Quelle | In: Studies in Second Language Learning and Teaching, 12 (2022) 4, S.623-650 (28 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (González-Cruz, Belén) ORCID (Cerezo, Lourdes) ORCID (Nicolás-Conesa, Florentina) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2083-5205 |
Schlagwörter | Second Language Learning; Second Language Instruction; Accuracy; Feedback (Response); Writing Instruction; Grammar; Word Processing; Printed Materials; Collaborative Writing; Comparative Analysis; English (Second Language); Error Correction; Writing Evaluation; Authentic Learning; Secondary School Students; Error Analysis (Language); Internet; Foreign Countries; Language Tests; Scores; Student Participation; Communication (Thought Transfer); Spain Zweitsprachenerwerb; Fremdsprachenunterricht; Schreibunterricht; Grammatik; Textverarbeitung; English as second language; English; Second Language; Englisch als Zweitsprache; Korrektur; Sekundarschüler; Error analysis; Language; Fehleranalyse; Ausland; Language test; Sprachtest; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Communication; thought; Kommunikation; Gedanke; Spanien |
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. (As Provided). |
Anmerkungen | Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |