Chapter 5. Examining the role of peer collaborative feedback processing and task repetition in task-based L2 writing
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Zsuzsanna Abrams
Abstract
Grounded in research on task-based and collaborative L2 writing, this quasi-experimental study examined the impact of collaborative processing of instructor feedback during the revision process. Forty-six intermediate learners of German in two intact classes at a U.S. university completed two written summary tasks, producing a draft and a revision for each, following feedback from the instructor in-between. The two groups processed this feedback individually and collaboratively, in a counterbalanced design. All texts were analyzed for syntactic complexity, accuracy, fluency, and lexical sophistication (i.e., lexical accuracy, choice, richness). The results indicate that processing the instructor’s feedback collaboratively with a peer primarily improved the lexical domain, whereas the revision process itself led to improvements on all linguistic features in diverse ways. The results offer implications for research, methodology and pedagogy.
Abstract
Grounded in research on task-based and collaborative L2 writing, this quasi-experimental study examined the impact of collaborative processing of instructor feedback during the revision process. Forty-six intermediate learners of German in two intact classes at a U.S. university completed two written summary tasks, producing a draft and a revision for each, following feedback from the instructor in-between. The two groups processed this feedback individually and collaboratively, in a counterbalanced design. All texts were analyzed for syntactic complexity, accuracy, fluency, and lexical sophistication (i.e., lexical accuracy, choice, richness). The results indicate that processing the instructor’s feedback collaboratively with a peer primarily improved the lexical domain, whereas the revision process itself led to improvements on all linguistic features in diverse ways. The results offer implications for research, methodology and pedagogy.
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
