Cover not available
Part of
L2 Collaborative Writing in Diverse Learning Contexts
Edited by Mimi Li and Meixiu Zhang
[Language Learning & Language Teaching 59] 2023
► pp. 80–108

Chapter 4
Do task repetition and pretask focus on form instruction impact collaborative writing performance?

Evidence from young learners

| University of the Basque Country (UPV/EHU)
| University of the Basque Country (UPV/EHU)
This study examines the influence of task repetition (TR) and pretask focus on form instruction (FFI) on written collaborative production. Eighty-five low-proficiency EFL children carried out a dictogloss task twice: one targeting the 3rd person singular present “‑s”, and the other aiming at the possessive determiners “his/her”. Participants were divided into three different conditions: individual, collaborative, and pretask FFI + collaborative. Their written output was analyzed for complexity and accuracy, and overall text quality was gauged with an analytic rubric. The results did not reveal an advantage for the collaborative groups over the individuals. However, TR and collaboration increased grammatical accuracy while pretask FFI appeared to foster more accurate use of the target forms. Pedagogical and research implications are discussed.
Keywords: task repetition, focus on form, collaboration, young learners, dictogloss
Article outline
  • Introduction
  • Literature review
    • Collaborative vs individual L2 writing
    • Task repetition
    • Pretask focus on form instruction
  • Methods
    • Participants
  • Materials
    • The DG texts
    • The pretask FFI
    • Procedure
    • Analysis
  • Results
  • Discussion
  • Conclusion
  • Notes
  • References
  • Appendix
Published online: 17 August 2023
DOI logo
https://doi.org/10.1075/lllt.59.04cal
References (89)
References
Agustín Llach, M. P. (2011). Lexical errors and accuracy in foreign language writing. Multilingual Matters. DOI logoGoogle Scholar
Amiryousefi, M. (2016). The differential effects of two types of task repetition on the complexity, accuracy, and fluency in computer-mediated L2 written production: A focus on computer anxiety. Computer Assisted Language Learning, 29(5), 1052–1068. DOI logoGoogle Scholar
Berthele, R., & Udry, I. (Eds.). (2021). Individual differences in early instructed language learning. Language Science Press. DOI logoGoogle Scholar
Bulté, B., & Housen, A. (2012). Defining and operationalising L2 complexity. In A. Housen, F. Kuiken, & I. Vedder (Eds.), Dimensions of L2 performance and proficiency (pp. 21–46). John Benjamins. DOI logoGoogle Scholar
Butler, Y. G. (2016). 22. Assessing young learners. In D. Tsagari & J. Banerjee (Eds.), Handbook of second language assessment. De Gruyter. DOI logoGoogle Scholar
Bygate, M. (Ed.). (2018). Learning language through task repetition. John Benjamins. DOI logoGoogle Scholar
Bygate M., & Samuda, V. (2005). Integrative planning through the use of task repletion. In R. Ellis (Ed.), Planning and task performance in second language (pp. 37–74). John Benjamins. DOI logoGoogle Scholar
Calzada, A., & García Mayo, M. P. (2020a). Child EFL grammar learning through a collaborative writing task. In W. Suzuki & N. Storch (Eds.), Languaging in language learning and teaching: A collection of empirical studies (pp. 20–39). John Benjamins. DOI logoGoogle Scholar
(2020b). Child EFL learners’ attitudes towards a collaborative writing task: An exploratory study. Language Teaching for Young Learners, 2(1), 52–72. DOI logoGoogle Scholar
(2021a). Child learners’ reflections about EFL grammar in a collaborative writing task: When form is not at odds with communication. Language Awareness, 30(1), 1–16. DOI logoGoogle Scholar
(2021b). Effects of proficiency and collaborative work on child EFL individual dictogloss writing. Language Teaching for Young Learners, 3(2), 246–274. DOI logoGoogle Scholar
Cambridge Assessment English. (2018). Young learners sample papers 2018–Flyers A2. Cambridge Assessment English. Retrieved on 27 March 2023 from [URL]
Carrell, P. L. (1985). Facilitating ESL reading by teaching text structure. TESOL Quarterly, 19(4), 727–752. DOI logoGoogle Scholar
Chen, W. (2021). Understanding students’ motivation in L2 collaborative writing. ELT Journal, 75(4), 442–450. DOI logoGoogle Scholar
Chen, W., & Yu, S. (2019). A longitudinal case study of changes in students’ attitudes, participation, and learning in collaborative writing. System, 82, 83–96. DOI logoGoogle Scholar
Choi, H., & Iwashita, N. (2016). Interactional behaviours of low-proficiency learners in small group work. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 113–134). John Benjamins. DOI logoGoogle Scholar
Council of Europe. (2018). Common European framework of reference for languages: learning, teaching, assessment: Companion volume with new descriptors. Council of Europe. Retrieved on 27 March 2023 from [URL]Google Scholar
DeKeyser, R. (2015). Skill acquisition theory. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition. An introduction (pp. 94–112). Routledge.Google Scholar
Donato, R. (1994). Collective scaffolding in second language learning. In J. Lantolf & G. Appel (Eds.), Vygostkian approaches to second language research (pp. 33–56). Ablex.Google Scholar
Dulay, H. C., & Burt, M. K. (1974). Natural sequences in child second language acquisition. Language Learning, 24(1), 37–53. DOI logoGoogle Scholar
Eckerth, J. (2008). Investigating consciousness-raising tasks: Pedagogically targeted and non-targeted learning gains. International Journal of Applied Linguistics, 18(2), 119–145. DOI logoGoogle Scholar
Elabdali, R. (2021). Are two heads really better than one? A meta-analysis of the L2 learning benefits of collaborative writing. Journal of Second Language Writing, 52, 100788. DOI logoGoogle Scholar
Ellis, N. C. (2004). The processes of second language acquisition. In B. VanPatten, J. Williams, S. Rott, & M. Overstreet (Eds.), Form-meaning connections in second language acquisition (pp. 49–76). Lawrence Erlbaum Associates.Google Scholar
Ellis, N. (2006). Selective attention and transfer phenomena in L2 acquisition: Contingency, cue competition, salience, interference, overshadowing, blocking, and perceptual learning. Applied Linguistics, 27(2), 164–194. DOI logoGoogle Scholar
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2020). Task-based language teaching: Theory and practice. Cambridge University Press.Google Scholar
Enever, J., & Driscoll, P. (2019). Introduction. AILA Review, 32, 1–9. DOI logoGoogle Scholar
Fernández Dobao, A. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing, 21(1), 40–58. DOI logoGoogle Scholar
Fernández, M.-J., Montanero, M., & Lucero, M. (2019). La evaluación de la competencia narrativa en la educación básica. Revista de Educación, 383, 85–110. DOI logoGoogle Scholar
García Mayo, M. P. (Ed.). (2021). Working collaboratively in second/foreign language learning. De Gruyter. DOI logoGoogle Scholar
García Mayo, M. P., & Imaz Agirre, A. (2019). Task modality and pair formation method: Their impact on patterns of interaction and LREs among EFL primary school children. System, 80, 165–175. DOI logoGoogle Scholar
Gass, S., Mackey, A., Álvarez-Torres, M. J., & Fernández-García, M. (1999). The effects of task repetition on linguistic output. Language Learning, 49, 549–581. DOI logoGoogle Scholar
Guiraud, P. (1959). Problèmes et méthodes de la statistique linguistique. Reidel.Google Scholar
Horst, M., White, J., & Bell, P. (2010). First and second language knowledge in the language classroom. International Journal of Bilingualism, 14(3), 331–349. DOI logoGoogle Scholar
Housen, A., Kuiken, F., & Vedder, I. (2012). Complexity, accuracy and fluency: Definitions, measurement and research. In A. Housen, F. Kuiken, & I. Vedder (Eds.), Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA (pp. 1–20). John Benjamins. DOI logoGoogle Scholar
Huang, T., Steinkrauss, R., & Verspoor, M. (2021). Variability as predictor in L2 writing proficiency. Journal of Second Language Writing, 52. 100787. DOI logoGoogle Scholar
Hunt, K. W. (1965). A synopsis of clause-to-sentence length factors. The English Journal, 54(4), 300–309. DOI logoGoogle Scholar
JASP Team. (2019). JASP (Version 0.11.1)[Computer software]. [URL]
(2021). Effects of timing and availability of isolated FFI on learners’ written accuracy and fluency through task repetition. The Language Learning Journal. 49(5), 568–580. DOI logoGoogle Scholar
Kim, Y., & McDonough, K. (2008). The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners. Language Teaching Research, 12(2), 211–234. DOI logoGoogle Scholar
(2011). Using pretask modelling to encourage collaborative learning opportunities. Language Teaching Research, 15(2), 183–199. DOI logoGoogle Scholar
Kim, Y., Kang, S., Yun, H., Kim, B., & Choi, B. (2020). The role of task repetition in a Korean as a foreign language classroom: Writing quality, attention to form, and learning of Korean grammar. Foreign Language Annals, 53(4), 827–849. DOI logoGoogle Scholar
Kopinska, M., & Azkarai, A. (2020). Exploring young EFL learners’ motivation: Individual versus pair work on dictogloss tasks. Studies in Second Language Learning and Teaching, 10(3), 607–630. DOI logoGoogle Scholar
Lázaro-Ibarrola, A., & Hidalgo, M. Á. (2021). Give me a second chance: Task repetition and collaborative writing with child EFL learners. Language Teaching for Young Learners, 3(2), 275–299. DOI logoGoogle Scholar
Leeser, M. J. (2004). Learner proficiency and focus on form during collaborative dialogue. Language Teaching Research, 8(1), 55–81. DOI logoGoogle Scholar
Lim, J. (2019). An investigation of the text features of discrepantly-scored ESL essays: A mixed methods study. Assessing Writing, 39, 1–13. DOI logoGoogle Scholar
Long, M. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.), Handbook of second language acquisition (pp. 121–158). Academic Press.Google Scholar
(2015). Second language acquisition and task-based language teaching. Wiley-Blackwell.Google Scholar
Manchón, R. M. (2014). The distinctive nature of task repetition in writing. Implications for theory, research, and pedagogy. Elia, 14(13), 13–41. DOI logoGoogle Scholar
Martínez Adrián, M., Gutiérrez Mangado, M. J., Gallardo del Puerto, F., & Basterrechea, M. (2021). Language-related episodes by young CLIL learners: A review of task modality effects. Language Teaching for Young Learners, 3(2), 214–245. DOI logoGoogle Scholar
McKay, P. (2006). Assessing young language learners. Cambridge University Press. DOI logoGoogle Scholar
Michel, M. (2017). Complexity, accuracy, and fluency in L2 production. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 50–68). Routledge. DOI logoGoogle Scholar
Michel, M., Révész, A., Lu, X., Kourtali, N.-E., Lee, M., & Borges, L. (2020). Investigating L2 writing processes across independent and integrated tasks: A mixed-methods study. Second Language Research, 36(3), 307–334. DOI logoGoogle Scholar
Murakami, A., & Ellis, N. C. (2022). Effects of availability, contingency, and formulaicity on the accuracy of English grammatical morphemes in second language writing. Language Learning, 1–42. DOI logoGoogle Scholar
Nitta, R., & Baba, K. (2014). Task repetition and L2 writing development: A longitudinal study from a Dynamic Systems perspective. In H. Byrnes & R. M. Manchón (Eds.), Task-based language learning – Insights from and for L2 writing (pp. 107–136). John Benjamins. DOI logoGoogle Scholar
Patanasorn, C. (2010). Effects of procedural content and task repetition on accuracy and fluency in an EFL context. Northern Arizona University. ProQuest Dissertations and Theses Global.Google Scholar
Pica, T. (1983). Methods of morpheme quantification: Their effect on the interpretation of second language data. Studies in Second Language Acquisition, 6(1), 69–78. DOI logoGoogle Scholar
Plonsky, L., & Oswald, F. L. (2014). How big is “big”? Interpreting effect sizes in L2 research: Effect sizes in L2 research. Language Learning, 64(4), 878–912. DOI logoGoogle Scholar
Roca de Larios, J., García Hernández, F. J., & Coyle, Y. (2021). A theoretically-grounded classification of EFL children’s formulation strategies in collaborative writing. Language Teaching for Young Learners, 3(2), 300–336. DOI logoGoogle Scholar
Sato, M., & Loewen, S. (2018). Metacognitive instruction enhances the effectiveness of corrective feedback: Variable effects of feedback types and linguistic targets: Metacognitive instruction and corrective feedback. Language Learning, 68(2), 507–545. DOI logoGoogle Scholar
Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158. DOI logoGoogle Scholar
(2010). Attention, awareness, and individual differences in language learning. In W. M. Chan, S. Chi, K. N. Cin, J. Istanto, M. Nagami, J. W. Sew, T. Suthiwan, & I. Walker (Eds.), Proceedings of CLaSIC 2010 (pp. 721–737). National University of Singapore, Centre for Language Studies.Google Scholar
Shehadeh, A. (2011). Effects and student perceptions of collaborative writing in L2. Journal of Second Language Writing, 29(4), 286–305. DOI logoGoogle Scholar
Shin, J. K., & Crandall, J. (Jodi). (2018). Teaching reading and writing to young learners. In S. Garton & F. Copland (Eds.), The Routledge handbook of teaching English to young learners (pp. 188–202). Routledge. DOI logoGoogle Scholar
Shin, S.-Y., Lidster, R., Sabraw, S., & Yeager, R. (2016). The effects of L2 proficiency differences in pairs on idea units in a collaborative text reconstruction task. Language Teaching Research, 20(3), 366–386. DOI logoGoogle Scholar
Shintani, N., Aubrey, S., & Donnellan, M. (2016). The effects of pre-task and post-task metalinguistic explanations on accuracy in second language writing. TESOL Quarterly, 50(4), 945–955. DOI logoGoogle Scholar
Storch, N. (2013). Collaborative writing in L2 classrooms. Multilingual Matters. DOI logoGoogle Scholar
(2016). Collaborative writing. In R. M. Manchón & P. K. Matsuda (Eds.), Handbook of second and foreign language writing (pp. 387–406). De Gruyter. DOI logoGoogle Scholar
(2019). Collaborative writing. Language Teaching, 52(01), 40–59. DOI logoGoogle Scholar
(2021). Collaborative writing: Promoting languaging among language learners. In M. P. García Mayo (Ed.), Working collaboratively in second/foreign language learning (pp. 13–34). De Gruyter. DOI logoGoogle Scholar
Swain, M. (1998). Focus on form through conscious reflection. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 64–81). Cambridge University Press.Google Scholar
(2000). The Output Hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97–114). Oxford University Press.Google Scholar
(2006). Languaging, agency and collaboration in advanced second language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). Continuum.Google Scholar
Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 82(3), 320–337. DOI logoGoogle Scholar
(2001). Focus on form through collaborative dialogue: Exploring task effects. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching, and testing (pp. 99–118). Pearson Education. DOI logoGoogle Scholar
Tellier, A., & Roehr-Brackin, K. (2017). Raising children’s metalinguistic awareness to enhance classroom second language learning. In M. P. García Mayo (Ed.), Learning foreign languages in primary school: Research insights (pp. 22–48). Multilingual Matters. DOI logoGoogle Scholar
Torras, M. R., Navés, T., Celaya, M. L., & Pérez-Vidal, C. (2006). Age and IL development in writing. In C. Muñoz (Ed.), Age and rate of foreign language learning (pp. 156–182). Multilingual Matters. DOI logoGoogle Scholar
VanPatten, B. (2004). Input and output in establishing form-meaning connections. In B. VanPatten, J. Williams, S. Rott, & M. Overstreet (Eds.), Form-meaning connections in second language acquisition (pp. 29–47). Lawrence Erlbaum Associates. DOI logoGoogle Scholar
Villarreal, I., & Gil-Sarratea, N. (2019). The effect of collaborative writing in an EFL secondary setting. Language Teaching Research, 24(6) 874–897. DOI logoGoogle Scholar
Villarreal, I., & Munarriz-Ibarrola, M. (2021). “Together we do better”: The effect of pair and group work on young EFL learners’ written texts and attitudes. In M. P. García Mayo (Ed.), Working collaboratively in second/foreign language learning (pp. 89–115). De Gruyter. DOI logoGoogle Scholar
Vyatkina, N. (2012). The development of second language writing complexity in groups and individuals: A longitudinal learner corpus study. The Modern Language Journal, 96(4), 576–598. DOI logoGoogle Scholar
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.Google Scholar
Wajnryb, R. (1990). Grammar dictation. Oxford University Press.Google Scholar
Wigglesworth, G., & Storch, N. (2009). Pair versus individual writing: Effects on fluency, complexity and accuracy. Language Testing, 26(3), 445–466. DOI logoGoogle Scholar
Wigglesworth, G. & Storch, N. (2013). What role for collaboration and writing and writing feedback. Journal of Second Language Writing, 21(4), 364–374. DOI logoGoogle Scholar
Yang, Y., Sun, Y., Chang, P., & Li, Y. (2019). Exploring the relationship between language aptitude, vocabulary size, and EFL graduate students’ L2 writing performance. TESOL Quarterly, 53(3), 845–856. DOI logoGoogle Scholar
Zalbidea, J. (2021). On the scope of output in SLA: Task modality, salience, L2 grammar noticing, and development. Studies in Second Language Acquisition, 43(1), 50–82. DOI logoGoogle Scholar
Zhang, M., & Plonsky, L. (2020). Collaborative writing in face-to-face settings: A substantive and methodological review. Journal of Second Language Writing, 49. 100753. DOI logoGoogle Scholar
Cited by (1)

Cited by one other publication

Mayo, María del Pilar García & María Luquin
2023. Does repeated pre-task planning have an impact on form-focused LREs?. Language Teaching for Young Learners 5:2 ► pp. 149 ff. DOI logo

This list is based on CrossRef data as of 5 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.