Collaborative Writing: Fostering Foreign Language and Writing Conventions Development
The use of social technologies, such as wikis and chats, has brought a renewed attention to L2 collaborative writing. Yet, a question that still remains to be answered is the extent to which learners’ writing is enhanced when using these tools. By analyzing learners’ individual and collaborative wri...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
National Foreign Language Resource Center
2010-10-01
|
| Series: | Language Learning and Technology |
| Subjects: | |
| Online Access: | http://llt.msu.edu/issues/october2010/elolaoskoz.pdf |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1849247080335278080 |
|---|---|
| author | Elola Idoia Oskoz, Ana |
| author_facet | Elola Idoia Oskoz, Ana |
| author_sort | Elola Idoia |
| collection | DOAJ |
| description | The use of social technologies, such as wikis and chats, has brought a renewed attention to L2 collaborative writing. Yet, a question that still remains to be answered is the extent to which learners’ writing is enhanced when using these tools. By analyzing learners’ individual and collaborative writing, this study (a) explores L2 learners’ approaches to the writing task in the wikis, (b) examines learners’ collaborative synchronous interactions when discussing content, structure and other aspects related to the elaboration of the writing task, and (c) describes learners’ perceptions of individual and collaborative writing and their impressions of the use of social tools in the FL writing class. Analysis of the data showed that while statistically significant differences were not evident in terms of fluency, accuracy and complexity when comparing the individual and collaborative assignments, there were observable trends that inform us about how learners’ interactions with the text differ when working individually or collaboratively. Further, an analysis of learners’ approaches to collaborative writing through the use of social tools shows that wikis and chats allowed them to concentrate on writing components in a different, yet complementary, manner depending on whether they interacted in the wikis or in the chats. |
| format | Article |
| id | doaj-art-3aed789cfbca45d595aa1387443f7bf3 |
| institution | Kabale University |
| issn | 1094-3501 |
| language | English |
| publishDate | 2010-10-01 |
| publisher | National Foreign Language Resource Center |
| record_format | Article |
| series | Language Learning and Technology |
| spelling | doaj-art-3aed789cfbca45d595aa1387443f7bf32025-08-20T03:58:19ZengNational Foreign Language Resource CenterLanguage Learning and Technology1094-35012010-10-011435171Collaborative Writing: Fostering Foreign Language and Writing Conventions DevelopmentElola IdoiaOskoz, AnaThe use of social technologies, such as wikis and chats, has brought a renewed attention to L2 collaborative writing. Yet, a question that still remains to be answered is the extent to which learners’ writing is enhanced when using these tools. By analyzing learners’ individual and collaborative writing, this study (a) explores L2 learners’ approaches to the writing task in the wikis, (b) examines learners’ collaborative synchronous interactions when discussing content, structure and other aspects related to the elaboration of the writing task, and (c) describes learners’ perceptions of individual and collaborative writing and their impressions of the use of social tools in the FL writing class. Analysis of the data showed that while statistically significant differences were not evident in terms of fluency, accuracy and complexity when comparing the individual and collaborative assignments, there were observable trends that inform us about how learners’ interactions with the text differ when working individually or collaboratively. Further, an analysis of learners’ approaches to collaborative writing through the use of social tools shows that wikis and chats allowed them to concentrate on writing components in a different, yet complementary, manner depending on whether they interacted in the wikis or in the chats.http://llt.msu.edu/issues/october2010/elolaoskoz.pdfCollaborative LearningComputer-Assisted Language LearningSocial ContextSyntax/GrammarWriting |
| spellingShingle | Elola Idoia Oskoz, Ana Collaborative Writing: Fostering Foreign Language and Writing Conventions Development Language Learning and Technology Collaborative Learning Computer-Assisted Language Learning Social Context Syntax/Grammar Writing |
| title | Collaborative Writing: Fostering Foreign Language and Writing Conventions Development |
| title_full | Collaborative Writing: Fostering Foreign Language and Writing Conventions Development |
| title_fullStr | Collaborative Writing: Fostering Foreign Language and Writing Conventions Development |
| title_full_unstemmed | Collaborative Writing: Fostering Foreign Language and Writing Conventions Development |
| title_short | Collaborative Writing: Fostering Foreign Language and Writing Conventions Development |
| title_sort | collaborative writing fostering foreign language and writing conventions development |
| topic | Collaborative Learning Computer-Assisted Language Learning Social Context Syntax/Grammar Writing |
| url | http://llt.msu.edu/issues/october2010/elolaoskoz.pdf |
| work_keys_str_mv | AT elolaidoia collaborativewritingfosteringforeignlanguageandwritingconventionsdevelopment AT oskozana collaborativewritingfosteringforeignlanguageandwritingconventionsdevelopment |