Chapter 4. Do task repetition and pretask focus on form instruction impact collaborative writing performance?
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Asier Calzada
Abstract
This study examines the influence of task repetition (TR) and pretask focus on form instruction (FFI) on written collaborative production. Eighty-five low-proficiency EFL children carried out a dictogloss task twice: one targeting the 3rd person singular present “‑s”, and the other aiming at the possessive determiners “his/her”. Participants were divided into three different conditions: individual, collaborative, and pretask FFI + collaborative. Their written output was analyzed for complexity and accuracy, and overall text quality was gauged with an analytic rubric. The results did not reveal an advantage for the collaborative groups over the individuals. However, TR and collaboration increased grammatical accuracy while pretask FFI appeared to foster more accurate use of the target forms. Pedagogical and research implications are discussed.
Abstract
This study examines the influence of task repetition (TR) and pretask focus on form instruction (FFI) on written collaborative production. Eighty-five low-proficiency EFL children carried out a dictogloss task twice: one targeting the 3rd person singular present “‑s”, and the other aiming at the possessive determiners “his/her”. Participants were divided into three different conditions: individual, collaborative, and pretask FFI + collaborative. Their written output was analyzed for complexity and accuracy, and overall text quality was gauged with an analytic rubric. The results did not reveal an advantage for the collaborative groups over the individuals. However, TR and collaboration increased grammatical accuracy while pretask FFI appeared to foster more accurate use of the target forms. Pedagogical and research implications are discussed.
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgments vii
- Introduction 1
-
Section I. Theoretical and methodological perspectives of collaborative writing
- Chapter 1. Sociocultural approaches to L2 digital collaborative writing 12
- Chapter 2. Metacognitive approaches to collaborative writing 32
- Chapter 3. Collaborative writing in face-to-face and computer-mediated L2 settings 53
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Section II. Empirical research on face-to-face and computer-mediated collaborative writing
- Chapter 4. Do task repetition and pretask focus on form instruction impact collaborative writing performance? 80
- Chapter 5. Examining the role of peer collaborative feedback processing and task repetition in task-based L2 writing 109
- Chapter 6. Online collaborative L2 writing 130
- Chapter 7. Peer interaction in collaborative L2 writing across synchronous and asynchronous CMC modes 155
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Section III. Pedagogical practices of collaborative writing in the digital age
- Chapter 8. Designing collaborative writing tasks for face-to-face and computer-mediated communication contexts 184
- Chapter 9. Use of digital technologies for collaborative writing 202
- Chapter 10. Assessing collaborative writing 229
- Index 249
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgments vii
- Introduction 1
-
Section I. Theoretical and methodological perspectives of collaborative writing
- Chapter 1. Sociocultural approaches to L2 digital collaborative writing 12
- Chapter 2. Metacognitive approaches to collaborative writing 32
- Chapter 3. Collaborative writing in face-to-face and computer-mediated L2 settings 53
-
Section II. Empirical research on face-to-face and computer-mediated collaborative writing
- Chapter 4. Do task repetition and pretask focus on form instruction impact collaborative writing performance? 80
- Chapter 5. Examining the role of peer collaborative feedback processing and task repetition in task-based L2 writing 109
- Chapter 6. Online collaborative L2 writing 130
- Chapter 7. Peer interaction in collaborative L2 writing across synchronous and asynchronous CMC modes 155
-
Section III. Pedagogical practices of collaborative writing in the digital age
- Chapter 8. Designing collaborative writing tasks for face-to-face and computer-mediated communication contexts 184
- Chapter 9. Use of digital technologies for collaborative writing 202
- Chapter 10. Assessing collaborative writing 229
- Index 249
