Collaborative writing in the EFL Secondary Education classroom: Comparing triad, pair and individual work
Gako-hitzak:
Escritura colaborativa, trabajo individual, trabajo por parejas, trabajo en tríos, Educación SecundariaLaburpena
Este estudio analiza los beneficios de las tareas colaborativas de escritura en un contexto de 1º de la ESO. En los últimos años ha habido un incremento de investigaciones que basándose en teorías socio-cognitivas y metodologías comunicativas han examinado los beneficios del uso de la escritura colaborativa para el aprendizaje de lenguas extranjeras, aunque estos estudios son todavía escasos en las clases de Educación Secundaria en España y la mayoría han comparado los resultados de tareas realizadas individualmente frente a las realizadas en parejas. Nuestro estudio replica parcialmente un estudio realizado por Fernández Dobao (2012), y analiza la precisión, la fluidez y la complejidad sintáctica de un mismo texto realizado individualmente (n=18), en parejas (n=20) y en tríos (n=21). Los resultados sugieren que la colaboración y un número mayor de participantes benefician la precisión, la fluidez y la complejidad sintáctica. Sin embargo, los textos escritos individualmente mostraron más subordinación que los escritos de manera colaborativa.
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