A Classroom-Based Study on the Effects of WCF on Accuracy in Pen-and-Paper versus Computer-Mediated Collaborative Writing

Autor/inn/en	González-Cruz, Belén; Cerezo, Lourdes; Nicolás-Conesa, Florentina
Titel	A Classroom-Based Study on the Effects of WCF on Accuracy in Pen-and-Paper versus Computer-Mediated Collaborative Writing
Quelle	In: Studies in Second Language Learning and Teaching, 12 (2022) 4, S.623-650 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (González-Cruz, Belén) ORCID (Cerezo, Lourdes) ORCID (Nicolás-Conesa, Florentina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Second Language Learning; Second Language Instruction; Accuracy; Feedback (Response); Writing Instruction; Grammar; Word Processing; Printed Materials; Collaborative Writing; Comparative Analysis; English (Second Language); Error Correction; Writing Evaluation; Authentic Learning; Secondary School Students; Error Analysis (Language); Internet; Foreign Countries; Language Tests; Scores; Student Participation; Communication (Thought Transfer); Spain + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Schreibunterricht; Grammatik; Textverarbeitung; English as second language; English; Second Language; Englisch als Zweitsprache; Korrektur; Sekundarschüler; Error analysis; Language; Fehleranalyse; Ausland; Language test; Sprachtest; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Communication; thought; Kommunikation; Gedanke; Spanien
Abstract	This study compared the effects of computer-mediated (CM) versus pen-and-paper (P&P) writing on written accuracy and feedback processing in tasks written and rewritten collaboratively following a pedagogical treatment in two intact authentic classrooms. The study involved 32 secondary education low-proficiency English-as-a-foreign-language (EFL) learners writing two descriptive texts collaboratively and receiving in-class training in the identification and correction of grammatical, lexical, and mechanical errors. Participants were provided with unfocused direct error correction (EC). Error logs were used to facilitate noticing of teacher corrections (i.e., feedback processing). Dyads were required to rewrite their texts for evidence of feedback uptake. Results indicate that writing collaboratively on the computer with the availability of the Internet contributes to increased grammatical and lexical accuracy. No differences were found between writing environments regarding feedback processing or accuracy of rewritten texts. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01