Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work

Journal of Second Language Writing

Volumn 21, Issue 1, 2012, Pages 40-58

  Fernández Dobao, Ana ^a  

^a UNIVERSITY OF WASHINGTON   (United States)

Author keywords

Collaborative writing; Group and pair work; Second language interaction

Indexed keywords

EID: 84857452610     PISSN: 10603743     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jslw.2011.12.002     Document Type: Article

References (47)

1. Alegría de la Colina A., García Mayo M.P. Attention to form across collaborative tasks by low proficiency learners in an EFL setting. Investigating tasks in formal language learning 2007, 91-116. Multilingual Matters, Clevedon. M.P. García Mayo (Ed.).
2. Antón M., DiCamilla F. Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. The Canadian Modern Language Review 1998, 54:314-342.
3. Researching pedagogic tasks: Second language learning, teaching, and testing 2001, Pearson, London. M. Bygate, P. Skehan, M. Swain (Eds.).
4. Donato R. Collective scaffolding in second language learning. Vygotskian approaches to second language research 1994, 33-56. Ablex, Norwood, NJ. J.P. Lantolf, G. Appel (Eds.).
5. Ellis R. Task-based language learning and teaching 2003, Oxford University Press, Oxford.
6. Ellis R., Barkhuizen G. Analysing learner language 2005, Oxford University Press, Oxford.
7. Ewald J. Language-related episodes in an assessment context: A 'small-group quiz'. The Canadian Modern Language Review 2005, 61:565-586.
8. Investigating tasks in formal language learning 2007, Multilingual Matters, Clevedon. M.P. García Mayo (Ed.).
9. Kim Y. The contribution of collaborative and individual tasks to the acquisition of L2 vocabulary. The Modern Language Journal 2008, 92:114-130.
10. Kim, Y., (2009). The role of task complexity and pair grouping on the occurrence of learning opportunities and L2 development. Unpublished Ph.D. dissertation, Northern Arizona University, Flagstaff.
11. Kim Y., McDonough K. The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners. Language Teaching Research 2008, 12:211-234.
12. Kuiken F., Vedder I. The effect of interaction in acquiring the grammar of a second language. International Journal of Educational Research 2002, 37:343-358.
13. Lapkin S., Swain M., Smith M. Reformulation and the learning of French pronominal verbs in a Canadian French immersion context. The Modern Language Journal 2002, 86:485-507.
14. Leeser M.J. Learner proficiency and focus on form during collaborative dialogue. Language Teaching Research 2004, 8:55-81.
15. Nassaji H., Tian J. Collaborative and individual output tasks and their effects on learning English phrasal verbs. Language Teaching Research 2010, 14:397-419.
16. Norris J., Ortega L. Towards an organic approach to investigating CAF in instructed SLA: The case of complexity. Applied Linguistics 2009, 30:555-578.
17. Nunan D. Designing tasks for the communicative classroom 1989, Cambridge University Press, Cambridge.
18. Ohta A.S. Rethinking interaction in SLA: Developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar. Sociocultural theory and second language learning 2000, 51-78. Oxford University Press, Oxford. J.P. Lantolf (Ed.).
19. Ohta A.S. Second language acquisition processes in the classroom: Learning Japanese 2001, Lawrence Erlbaum, Mahwah, NJ.
20. Ortega L. Studying writing across EFL contexts: Looking back and moving forward. Writing in foreign language contexts. Learning, teaching, and research 2009, 232-255. Multilingual Matters, Clevedon. R.M. Manchón (Ed.).
21. Skehan P. Modelling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied Linguistics 2009, 30:510-532.
22. Storch N. A classroom-based study: Insights from a collaborative text reconstruction task. ELT Journal 1998, 52:291-300.
23. Storch N. Are two heads better than one? Pair work and grammatical accuracy. System 1999, 27:363-374.
24. Storch N. How collaborative is pair work? ESL tertiary students composing in pairs. Language Teaching Research 2001, 5:29-53.
25. Storch N. Patterns of interaction in ESL pair work. Language Learning 2002, 52:119-158.
26. Storch N. Using activity theory to explain differences in patterns of dyadic interactions in an ESL class. The Canadian Modern Language Review 2004, 60:457-480.
27. Storch N. Collaborative writing: Product, process and students' reflections. Journal of Second Language Writing 2005, 14:153-173.
28. Storch N. Investigating the merits of pair work on a text editing task in ESL classes. Language Teaching Research 2007, 11:143-159.
29. Storch N. Metatalk in a pair work activity: Level of engagement and implications for language development. Language Awareness 2008, 17:95-114.
30. Storch N., Wigglesworth G. Writing tasks: Comparing individual and collaborative writing. Investigating tasks in formal language learning 2007, 157-177. Multilingual Matters, London. M.P. García Mayo (Ed.).
31. Storch N., Wigglesworth G. Learners' processing, uptake, and retention of corrective feedback on writing. Studies in Second Language Acquisition 2010, 32:303-334.
32. Strauss P., Alice U. Group assessments: Dilemmas facing lecturers in multicultural tertiary classrooms. Higher Education Research & Development 2007, 26:147-161.
33. Swain M. The output hypothesis and beyond. Sociocultural theory and second language learning 2000, 97-114. Oxford University Press, Oxford. J.P. Lantolf (Ed.).
34. Swain M. Integrating language and content teaching through collaborative tasks. The Canadian Modern Language Review 2001, 58:44-63.
35. Swain M. Languaging, agency and collaboration in advanced language proficiency. Advanced language learning: The contribution of Halliday and Vygotsky 2006, 95-108. Continuum, New York. H. Byrnes (Ed.).
36. Swain M., Brooks L., Tocalli-Beller A. Peer-peer dialogue as means of second language learning. Annual Review of Applied Linguistics 2002, 22:171-185.
37. Swain M., Lapkin S. Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal 1998, 82:320-337.
38. Swain M., Lapkin S. Focus on form through collaborative dialogue: Exploring task effects. Researching pedagogic tasks: Second language learning, teaching and testing 2001, 99-118. Longman, London. M. Bygate, P. Skehan, M. Swain (Eds.).
39. Swain M., Lapkin S. Talking it through: Two French immersion learners' response to reformulation. International Journal of Educational Research 2002, 37:285-304.
40. Swain, M., & Watanabe, Y. (2012). Languaging: Collaborative dialogue as a source of second language learning. In C. Chapelle (Ed.), The encyclopedia of applied linguistics. Oxford: Wiley-Blackwell, in press.
41. Vygotsky L.S. Mind in society: The development of higher psychological processes 1978, Harvard University Press, Cambridge, MA.
42. Watanabe Y., Swain M. Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative dialogue between adult ESL learners. Language Teaching Research 2007, 11:121-142.
43. Watanabe Y., Swain M. Perception of learner proficiency: Its impact on the interaction between an ESL learner and her higher and lower proficiency partners. Language Awareness 2008, 17:115-130.
44. Wigglesworth G., Storch N. Pair versus individual writing: Effects on fluency, complexity and accuracy. Language Testing 2009, 26:445-466.
45. Williams J. Learner-generated attention to form. Language Learning 1999, 49:583-625.
46. Williams J. The effectiveness of spontaneous attention to form. System 2001, 29:325-340.
47. Zeng G., Takatsuka S. Text-based peer-peer collaborative dialogue in a computer-mediated learning environment in the EFL context. System 2009, 37:434-446.