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Collaborative Writing in the Classroom
https://doi.org/10.34577/00004615
https://doi.org/10.34577/00004615cfd824f1-d3d9-4dba-94d9-6b3370b5bd6e
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
Collaborative Writing in the Classroom (242.9 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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| 公開日 | 2020-02-26 | |||||
| タイトル | ||||||
| タイトル | Collaborative Writing in the Classroom | |||||
| 言語 | en | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.34577/00004615 | |||||
| ID登録タイプ | JaLC | |||||
| アクセス権 | ||||||
| アクセス権 | open access | |||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||
| 著者 |
Oke, Alex
× Oke, Alex |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | The benefits and importance of collaborative writing are well documented in the field of language learning. The purpose of this paper is to report on the results of a classroom investigation into the effects of collaboration on the quality of student writing in a university freshman EFL classroom. It was assumed that text quality in L2 is higher in a co-constructed text than one constructed individually. Two groups of intermediate EFL students were asked to write a short argumentative essay. Those in the first group were asked to co-construct the essay in pairs while those in the second group wrote their essays individually. Both groups were given identical instructions and materials. The essays were then rated according to a simple rubric. The results indicate that when learners collaborate on written work it is more accurate, complex and coherent. These results and positive student feedback suggest that the increased interaction provided by collaboration has not only linguistic but social benefits. |
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| 言語 | en | |||||
| 書誌情報 |
ja : 語学研究 巻 34, p. 26-35, 発行日 2019-01-04 |
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| 出版者 | ||||||
| 出版者 | 国際基督教大学 | |||||
| 言語 | ja | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 09133615 | |||||
