The effect of collaboration on the adolescent EFL learners' writing performance.
Saved in:
| Title: | The effect of collaboration on the adolescent EFL learners' writing performance. |
|---|---|
| Authors: | Bllaca, Nuhi1 (AUTHOR) nuhibllaca@gmail.com, Dalton-Puffer, Christiane1 (AUTHOR) |
| Source: | Language Learning Journal. Jun2026, Vol. 54 Issue 3, p379-395. 17p. |
| Subject Terms: | *English language writing, *Fluency (Language learning), *Students, *Academic discourse, *Verbal behavior, Statistical accuracy, Social skills |
| Abstract: | Research on L2 collaborative writing (CW), where learners work together to co-construct a single text, has received increased attention in the last decades. Studies with adult learners have shown that collaboration benefits learners' written products in terms of quantitative measures of accuracy and, more rarely, complexity and fluency (CAF) as well as qualitative global ratings. Additionally, research has shown that when adult learners work in pairs, they generate and resolve correctly a large number of language-related episodes (LREs). However, little is known as to whether CW benefits the writing performance of secondary school EFL learners, and to what extent these learners are able to produce and resolve LREs correctly. To address these two gaps, the present study compared the writing performance of 96 adolescent learners in Kosovo, assigned to work in pairs (n = 32) or individually (n = 32), and analysed the LREs produced by the pairs. The results suggest that pairs produced better texts in terms of CAF as well as overall text quality. Pairs also generated and resolved correctly a large proportion of LREs. In light of these findings, the use of CW is established as a viable pedagogic tool in the teaching of L2 writing with adolescent EFL learners. [ABSTRACT FROM AUTHOR] |
| Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Research on L2 collaborative writing (CW), where learners work together to co-construct a single text, has received increased attention in the last decades. Studies with adult learners have shown that collaboration benefits learners' written products in terms of quantitative measures of accuracy and, more rarely, complexity and fluency (CAF) as well as qualitative global ratings. Additionally, research has shown that when adult learners work in pairs, they generate and resolve correctly a large number of language-related episodes (LREs). However, little is known as to whether CW benefits the writing performance of secondary school EFL learners, and to what extent these learners are able to produce and resolve LREs correctly. To address these two gaps, the present study compared the writing performance of 96 adolescent learners in Kosovo, assigned to work in pairs (n = 32) or individually (n = 32), and analysed the LREs produced by the pairs. The results suggest that pairs produced better texts in terms of CAF as well as overall text quality. Pairs also generated and resolved correctly a large proportion of LREs. In light of these findings, the use of CW is established as a viable pedagogic tool in the teaching of L2 writing with adolescent EFL learners. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 09571736 |
| DOI: | 10.1080/09571736.2024.2403478 |
