Startseite Linguistik & Semiotik 7. Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text quality
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7. Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text quality

  • Kim McDonough , William J. Crawford und Jindarat De Vleeschauwer
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Peer Interaction and Second Language Learning
Ein Kapitel aus dem Buch Peer Interaction and Second Language Learning

Abstract

Second language (L2) writing research has shown that L2 learners routinely scaffold each other when working together to co-construct written texts. The analysis of peer interaction has focused largely on the occurrence of language-related episodes (LREs), with fewer studies documenting how learners discuss other elements of written texts, such as their content or organization (Elola & Oskoz 2010; Storch 2005; Storch & Wigglesworth 2007; Wigglesworth & Storch 2009), or establishing a link between student interaction and text quality. This chapter describes the interaction that occurred when Thai EFL students worked in pairs to write summary and problem/solution paragraphs and explores whether their discussions were related to text quality in the form of analytic ratings. The results indicated that problem/solution collaborative writing tasks showed a positive relationship between student talk and text quality and elicited significantly more discussion of content, organization, and language than summary tasks. Implications are discussed in terms of pedagogical considerations for the use of collaborative writing tasks in EFL contexts.

Abstract

Second language (L2) writing research has shown that L2 learners routinely scaffold each other when working together to co-construct written texts. The analysis of peer interaction has focused largely on the occurrence of language-related episodes (LREs), with fewer studies documenting how learners discuss other elements of written texts, such as their content or organization (Elola & Oskoz 2010; Storch 2005; Storch & Wigglesworth 2007; Wigglesworth & Storch 2009), or establishing a link between student interaction and text quality. This chapter describes the interaction that occurred when Thai EFL students worked in pairs to write summary and problem/solution paragraphs and explores whether their discussions were related to text quality in the form of analytic ratings. The results indicated that problem/solution collaborative writing tasks showed a positive relationship between student talk and text quality and elicited significantly more discussion of content, organization, and language than summary tasks. Implications are discussed in terms of pedagogical considerations for the use of collaborative writing tasks in EFL contexts.

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgement of reviewers vii
  4. Introduction
  5. Understanding peer interaction 1
  6. Section I: Interactional patterns and learner characteristics
  7. 1. Peer interaction and learning 33
  8. 2. Peer interaction and metacognitive instruction in the EFL classroom 63
  9. 3. Interaction or collaboration? Group dynamics in the foreign language classroom 91
  10. 4. Interactional behaviours of low-proficiency learners in small group work 113
  11. 5. Collaborative dialogue in a two-way Spanish/English immersion classroom 135
  12. Section II: Tasks and interactional modalities
  13. 6. Peer interaction in F2F and CMC contexts 163
  14. 7. Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text quality 185
  15. 8. Engagement with the language 209
  16. 9. EFL task-based interaction 241
  17. 10. A focus on mode 267
  18. 11. Small-group meta-analytic talk and Spanish L2 development 291
  19. Section III: Learning settings
  20. 12. How adolescents use social discourse to open space for language learning during peer interactions 319
  21. 13. Peer interaction while learning to read in a new language 349
  22. Epilogue
  23. New pathways in researching interaction 377
  24. Index 397
https://doi.org/10.1075/lllt.45.08mcd

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgement of reviewers vii
  4. Introduction
  5. Understanding peer interaction 1
  6. Section I: Interactional patterns and learner characteristics
  7. 1. Peer interaction and learning 33
  8. 2. Peer interaction and metacognitive instruction in the EFL classroom 63
  9. 3. Interaction or collaboration? Group dynamics in the foreign language classroom 91
  10. 4. Interactional behaviours of low-proficiency learners in small group work 113
  11. 5. Collaborative dialogue in a two-way Spanish/English immersion classroom 135
  12. Section II: Tasks and interactional modalities
  13. 6. Peer interaction in F2F and CMC contexts 163
  14. 7. Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text quality 185
  15. 8. Engagement with the language 209
  16. 9. EFL task-based interaction 241
  17. 10. A focus on mode 267
  18. 11. Small-group meta-analytic talk and Spanish L2 development 291
  19. Section III: Learning settings
  20. 12. How adolescents use social discourse to open space for language learning during peer interactions 319
  21. 13. Peer interaction while learning to read in a new language 349
  22. Epilogue
  23. New pathways in researching interaction 377
  24. Index 397
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Heruntergeladen am 31.12.2025 von https://www.degruyterbrill.com/document/doi/10.1075/lllt.45.08mcd/html?lang=de
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