1887
  1. Home
  2. e-Journals
  3. Language Teaching for Young Learners
  4. Volume 2, Issue 1
  5. Article
Volume 2, Issue 1
  • ISSN 2589-2053
  • E-ISSN: 2589-207x
USD
Buy:$35.00 + Taxes

Abstract

Abstract

The way learners engage with tasks can crucially impact on learning opportunities and, therefore, more attention is now being devoted to task affect. This study examines the attitudes of an underresearched population, child EFL learners, towards a collaborative dictogloss task. Thirty-two Spanish EFL children (ages 11–12) completed the task in pairs and small groups at their school, and an attitude questionnaire one week after. Results show that learners had a positive attitude towards L1 and L2 writing, collaboration in the classroom, and the task itself, regardless of their grouping condition. Although these children did not mention in their responses any explicit grammar gains as a result of the task, they considered the blend of the written and oral mode and the opportunities for peer assistance to be beneficial. These results are encouraging for the promotion of collaborative writing tasks with young learners in communicative contexts.

© John Benjamins Publishing Company
Loading

Article metrics loading...

/content/journals/10.1075/ltyl.19008.cal
2020-03-02
2024-12-08

  • From This Site

    /content/journals/10.1075/ltyl.19008.cal
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. Ajzen, I.
    (1988) Attitudes, personality and behavior. Milton Keynes: Open University Press.
     [Google Scholar]
  2. Alegría de la Colina, A., & García Mayo, M. P.
    (2007) Attention to form across collaborative tasks by low-proficiency learners in an EFL setting. InM. P. García Mayo (Ed.), Investigating tasks in formal language learning (pp.91–116). Clevedon: Multilingual Matters.
     [Google Scholar]
  3. Aula Blasco, J.
    (2016) The relationship between writing anxiety, writing self-efficacy, and Spanish EFL students’ use of metacognitive writing strategies: A case study. Journal of English Studies, 14(0), 7–45. doi:  10.18172/jes.3069
     https://doi.org/10.18172/jes.3069 [Google Scholar]
  4. Basterrechea, M., & García Mayo, M. P.
    (2013) Language-related episodes during collaborative tasks: A comparison of CLIL and EFL learners. InK. McDonough & A. Mackey (Eds.), Second language interaction in diverse educational contexts (pp.25–43). Retrieved fromwww.jbe-platform.com/content/books/9789027272348-05ch2. 10.1075/lllt.34.05ch2
     https://doi.org/10.1075/lllt.34.05ch2 [Google Scholar]
  5. Becker, C., & Roos, J.
    (2016) An approach to creative speaking activities in the young learners’ classroom. Education Inquiry, 7(1), 9–26. 10.3402/edui.v7.27613
     https://doi.org/10.3402/edui.v7.27613 [Google Scholar]
  6. Cambridge English Language Assessment
    Cambridge English Language Assessment (2014) Cambridge English Movers (YLE Movers). Volume 1. Retrieved from www.cambridgeenglish.org/exams-and-tests/movers/preparation/
     [Google Scholar]
  7. 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:  10.1016/j.system.2019.03.005
     https://doi.org/10.1016/j.system.2019.03.005 [Google Scholar]
  8. Enever, J.
    (Ed.) (2018) Policy and politics in global primary English. Oxford: Oxford University Press.
     [Google Scholar]
  9. European Commission
    European Commission (2012) First European survey on languages competences. Final report. Retrieved from ec.europa.eu/dgs/education_culture/repository/languages/policy/strategic-framework/documents/language-survey-final-report_en.pdf
     [Google Scholar]
  10. 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:  10.1016/j.jslw.2011.12.002
     https://doi.org/10.1016/j.jslw.2011.12.002 [Google Scholar]
  11. (2014) Vocabulary learning in collaborative tasks: A comparison of pair and small group work. Language Teaching Research, 18(4), 497–520. doi:  10.1177/1362168813519730
     https://doi.org/10.1177/1362168813519730 [Google Scholar]
  12. Fernández Dobao, A., & Blum, A.
    (2013) Collaborative writing in pairs and small groups: Learners’ attitudes and perceptions. System, 41(2), 365–378. doi:  10.1016/j.system.2013.02.002
     https://doi.org/10.1016/j.system.2013.02.002 [Google Scholar]
  13. García Mayo, M. P.
    (2008) The acquisition of four nongeneric uses of the article the by Spanish EFL learners. System, 36(4), 550–565. doi:  10.1016/j.system.2008.08.001
     https://doi.org/10.1016/j.system.2008.08.001 [Google Scholar]
  14. (2018) Dictogloss technique. InJ. I. Liontas, T. International Association, & M. Delli Carpini (Eds.), The TESOL encyclopedia of English language teaching (pp.1–5). doi:  10.1002/9781118784235.eelt0181
     https://doi.org/10.1002/9781118784235.eelt0181 [Google Scholar]
  15. (forthcoming). ‘Are you coming back? It was fun’ turning ethical and methodological challenges into opportunities in task-based research with children. InA. Pinter & K. Kuchah Eds. Ethical and methodological issues in researching young language learners in school contexts. Bristol: Multilingual Matters.
     [Google Scholar]
  16. García Mayo, M. P., & Azkarai, A.
    (2016) EFL task-based interaction: Does task modality impact on language-related episodes?InM. Sato & S. Ballinger (Eds.), Peer interaction and second language learning. Pedagogical potential and research agenda (pp.241–266). Amsterdam: John Benjamins. doi:  10.1075/lllt.45.10gar
     https://doi.org/10.1075/lllt.45.10gar [Google Scholar]
  17. 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:  10.1016/j.system.2018.11.011
     https://doi.org/10.1016/j.system.2018.11.011 [Google Scholar]
  18. García Mayo, M. P., & Villarreal Olaizola, I.
    (2011) The development of suppletive and affixal tense and agreement morphemes in the L3 English of Basque-Spanish bilinguals. Second Language Research, 27(1), 129–149. doi:  10.1177/0267658310386523
     https://doi.org/10.1177/0267658310386523 [Google Scholar]
  19. García Mayo, M. P., & Zeitler, N.
    (2017) Lexical language-related episodes in pair and small group work. International Journal of English Studies, 17(1), 61. doi:  10.6018/ijes/2017/1/255011
     https://doi.org/10.6018/ijes/2017/1/255011 [Google Scholar]
  20. Gil, M. C.
    (2002) Spanish students in British universities: Developing a support resource to improve their academic writing skills. Presented at theSetting the Agenda: Languages, Linguistics and Area Studies in Higher Education conference, Manchester.
     [Google Scholar]
  21. IBM Corp.
    IBM Corp. (2016) IBM SPSS Statistics for Windows (Version 24.0). Armonk, NY: IBM Corp.
     [Google Scholar]
  22. Izumi, S.
    (2003) Comprehension and production processes in second language learning: In search of the psycholinguistic rationale of the Output Hypothesis. Applied Linguistics, 24(2), 168–196. doi:  10.1093/applin/24.2.168
     https://doi.org/10.1093/applin/24.2.168 [Google Scholar]
  23. Johnson, K.
    (2008) An introduction to foreign language learning and teaching. Harlow: Pearson Education.
     [Google Scholar]
  24. 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:  10.1177/1362168807086288
     https://doi.org/10.1177/1362168807086288 [Google Scholar]
  25. Lambert, C.
    (2017) Tasks, affect and second language performance. Language Teaching Research, 21(6), 657–664. doi:  10.1177/1362168817736644
     https://doi.org/10.1177/1362168817736644 [Google Scholar]
  26. Leeser, M. J.
    (2004) Learner proficiency and focus on form during collaborative dialogue. Language Teaching Research, 8(1), 55–81. doi:  10.1191/1362168804lr134oa
     https://doi.org/10.1191/1362168804lr134oa [Google Scholar]
  27. Lin, O. P., & Maarof, N.
    (2013) Collaborative writing in summary writing: Student perceptions and problems. Procedia – Social and Behavioral Sciences, 90, 599–606. doi:  10.1016/j.sbspro.2013.07.131
     https://doi.org/10.1016/j.sbspro.2013.07.131 [Google Scholar]
  28. Manchón, R. M.
    (2011) Writing to learn the language: Issues in theory and research. InR. M. Manchón (Ed.), Learning-to-write and writing-to-learn in an additional language (pp.61–82). Amsterdam: John Benjamins. doi:  10.1075/lllt.31.07man
     https://doi.org/10.1075/lllt.31.07man [Google Scholar]
  29. Mozaffari, S. H.
    (2017) Comparing student-selected and teacher-assigned pairs on collaborative writing. Language Teaching Research, 21(4), 496–516. doi:  10.1177/1362168816641703
     https://doi.org/10.1177/1362168816641703 [Google Scholar]
  30. Pinter, A.
    (2011) Children learning second languages. Houndmills: Palgrave Macmillan. 10.1057/9780230302297
     https://doi.org/10.1057/9780230302297 [Google Scholar]
  31. Shak, J.
    (2006) Children using dictogloss to focus on form. Reflections on English Language Teaching, 5(2), 47–62.
     [Google Scholar]
  32. Shak, J., & Gardner, S.
    (2008) Young learner perspectives on four focus-on-form tasks. Language Teaching Research, 12(3), 387–408. doi:  10.1177/1362168808089923
     https://doi.org/10.1177/1362168808089923 [Google Scholar]
  33. Shehadeh, A.
    (2011) Effects and student perceptions of collaborative writing in L2. Journal of Second Language Writing, 20(4), 286–305. doi:  10.1016/j.jslw.2011.05.010
     https://doi.org/10.1016/j.jslw.2011.05.010 [Google Scholar]
  34. Silva, T.
    (1992) L1 vs L2 writing; ESL graduate students’ perceptions. TESL Canada Journal, 27–47. doi:  10.18806/tesl.v10i1.610
     https://doi.org/10.18806/tesl.v10i1.610 [Google Scholar]
  35. Storch, N.
    (2002) Patterns of interaction in ESL pair work. Language Learning, 52(1), 119–158. doi:  10.1111/1467‑9922.00179
     https://doi.org/10.1111/1467-9922.00179 [Google Scholar]
  36. (2005) Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14(3), 153–173. doi:  10.1016/j.jslw.2005.05.002
     https://doi.org/10.1016/j.jslw.2005.05.002 [Google Scholar]
  37. (2016) Collaborative writing. InR. M. Manchón & P. K. Matsuda (Eds.), Handbook of second and foreign language writing. Berlin: De Gruyter. doi:  10.1515/9781614511335‑021
     https://doi.org/10.1515/9781614511335-021 [Google Scholar]
  38. (2019) Collaborative writing. Language Teaching, 52(01), 40–59. doi:  10.1017/S0261444818000320
     https://doi.org/10.1017/S0261444818000320 [Google Scholar]
  39. Storch, N., & Aldosari, A.
    (2013) Pairing learners in pair work activity. Language Teaching Research, 17(1), 31–48. doi:  10.1177/1362168812457530
     https://doi.org/10.1177/1362168812457530 [Google Scholar]
  40. Swain, M.
    (1985) Communicative competence: Some roles of comprehensible input and comprehensible output in its development. InS. Gass & M. Madden (Eds.), Input in second language acquisition (pp.235–253). Rowley, MA: Newbury House.
     [Google Scholar]
  41. (1993) The Output Hypothesis: Just speaking and writing aren’t enough. Canadian Modern Language Review, 50(1), 158–164. doi:  10.3138/cmlr.50.1.158
     https://doi.org/10.3138/cmlr.50.1.158 [Google Scholar]
  42. (1995) Three functions of output in second language learning. InG. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp.125–144). Oxford: Oxford University Press.
     [Google Scholar]
  43. (2000) The Output Hypothesis and beyond: Mediating acquisition through collaborative dialogue. InJ. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp.97–114). Oxford: Oxford University Press.
     [Google Scholar]
  44. (2006) Languaging, agency and collaboration in advanced second language proficiency. InH. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp.95–108). London: Continuum.
     [Google Scholar]
  45. 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:  10.1111/j.1540‑4781.1998.tb01209.x
     https://doi.org/10.1111/j.1540-4781.1998.tb01209.x [Google Scholar]
  46. Vygotsky, L. S.
    (1978) Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
     [Google Scholar]
  47. Wajnryb, R.
    (1990) Grammar dictation. Oxford: Oxford University Press.
     [Google Scholar]
  48. Watanabe, Y., & Swain, M.
    (2007) Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative dialogue between adult ESL learners. Language Teaching Research, 11(2), 121–142. doi:  10.1177/136216880607074599
     https://doi.org/10.1177/136216880607074599 [Google Scholar]
/content/journals/10.1075/ltyl.19008.cal
Loading
Child EFL learners’ attitudes towards a collaborative writing task
Language Teaching for Young Learners 2, 52 (2020); https://doi.org/10.1075/ltyl.19008.cal
/content/journals/10.1075/ltyl.19008.cal
/content/journals/10.1075/ltyl.19008.cal
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): attitudes; children; collaboration; dictogloss; EFL; L2 writing

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error