Chapter published in:
Languaging in Language Learning and Teaching: A collection of empirical studiesEdited by Wataru Suzuki and Neomy Storch
[Language Learning & Language Teaching 55] 2020
► pp. 19–40
Chapter 1Child EFL grammar learning through a collaborative writing
task
Asier Calzada | Universidad del País Vasco/Euskal Herriko Unibertsitatea
María del Pilar García Mayo | Universidad del País Vasco/Euskal Herriko Unibertsitatea
The present study analyzed the effects of
completing a dictogloss task on the development of English grammar
(3rd person singular -s and articles) in a foreign
language primary school context. Fifty 11–12 year-old elementary EFL
Spanish learners worked on a dictogloss task individually, and in
teacher-assigned dyads and small groups. Their grammar gains were
measured by means of a pre- and post-dictogloss grammaticality
judgment test. The analysis of the children’s languaging showed that
the task encouraged learners in pairs and groups to equally focus on
form, although not only on the target features, which did not
improve. There was, however, a slight advantage of pairs over small
groups and individuals. A number of research implications, drawn
from these results, are discussed.
Keywords: children, focus on form, L2 writing, collaboration, dictogloss
Article outline
- Introduction
- Theoretical background
- Writing-to-learn
- Collaborative writing
- Learner group size
- The study
- Participants
- Design and procedures
- Data coding and analysis
- Results
- Discussion
- Conclusions
-
Acknowledgements -
References
Published online: 14 August 2020
https://doi.org/10.1075/lllt.55.01cal
https://doi.org/10.1075/lllt.55.01cal
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