Collaborative writing (CW) and task repetition have been claimed to aid language acquisition. Students produce
better texts when writing with a peer and their drafts improve if they write the same composition twice (same task repetition,
STR). However, little is known about young learners, about the effects of combining both constructs and, finally, about a more
common type of repetition in language lessons: repeating the same procedure with different content (procedural task repetition,
PTR). This study analyses the effects of CW (vs. individual writing) and of PTR (vs. STR). To do so, the writings of 59 Spanish
young learners (aged 11) of English divided into four groups were analysed. Two of these groups (N = 9,
N = 10) wrote a composition individually while two (N = 20, N = 20) wrote a
composition in pairs. A week later, one individual (N = 9) and one collaborative group (N = 20)
wrote the same composition again (STR) while the other individual (N = 10) and collaborative
(N = 20) groups wrote a new composition following the same procedure (PTR). Unlike findings from adult learners,
our students’ drafts show no differences that could be attributed to the collaboration. However, some improvements upon repetition
were hinted at, with students in the STR group obtaining greater holistic rates.
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Cited by (6)
Cited by six other publications
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2024. Collaborative writing among young EFL learners in a school context: product and process. The Language Learning Journal 52:3 ► pp. 285 ff.
2023. Model texts in collaborative and individual writing among EFL children: noticing, incorporations, and draft quality. International Review of Applied Linguistics in Language Teaching 61:2 ► pp. 329 ff.
Vasylets, Olena, Raquel Criado & Joaquín Gris-Roca
2023. Comparing Individual vs. Collaborative Writing in Spanish EFL Secondary Education. In New Approaches to the Investigation of Language Teaching and Literature [Advances in Educational Technologies and Instructional Design, ], ► pp. 154 ff.
2022. Task repetition and corrective feedback via models and direct corrections among young EFL writers: Draft quality and task motivation. Language Teaching Research► pp. 136216882210820 ff.
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