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Comparing individual vs. collaborative writing in Spanish EFL secondary education: Insights from CAF measures, propositional complexity, and communicative adequacy

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dc.contributor.authorVasylets, Olena
dc.contributor.authorCriado, Raquel
dc.contributor.authorGris Roca, Joaquín
dc.contributor.departmentFilología Inglesa
dc.date.accessioned2024-01-22T08:45:50Z
dc.date.available2024-01-22T08:45:50Z
dc.date.issued2023
dc.description.abstractThe aim of this study was to compare the quality of L2 writing performance in collaborative and individual writing conditions. A group of L1 Spanish secondary-school learners of English as a Foreign Language (EFL)–an under-researched population in L2 writing–were divided into individual (n = 26) and collaborative (n = 34) writing conditions. The 43 texts, written as response to a problem-solving task, were analysed in terms of accuracy, lexical and syntactic complexity, propositional complexity (idea units), fluency and communicative adequacy. In contrast with the previous findings from the literature, results refute the beneficial effects of collaborative writing on accuracy and do not confirm the similarities in syntactic complexity between both writing conditions, given the superiority of the collaborative one. These findings will be explained by drawing from the learning affordances provided by collaborative writing and certain methodological aspects. Future lines of classroom-based research and pedagogical implications will be indicated.es
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dc.format.extent21es
dc.identifier.citationVasylets, O., Criado, R., & Gris-Roca, J. (2023). Comparing individual vs. collaborative writing in Spanish EFL secondary education: Insights from CAF measures, propositional complexity, and communicative adequacy. In A. Garcés-Manzanera & M. E. Carrillo García (Eds.), New approaches to the investigation of language teaching and literature (pp. 154–170). IGI GLOBAL.
dc.identifier.doihttps://doi.org/10.4018/978-1-6684-6020-7.ch009
dc.identifier.isbnPrint: : 9781668460207
dc.identifier.isbnElectronic: 9781668460214
dc.identifier.urihttp://hdl.handle.net/10201/137504
dc.languageenges
dc.publisherIGI GLOBALes
dc.relationThis chapter is supported by the following grants: I+D+i Grant PID2019-104353GB-I00, funded by MCIN/AEI/10.13039/501100011033 (“L2 writing processes and products. Description and instructional intervention” / ”Procesos y productos de escritura en L2. Descripción y entrenamiento”). Convocatoria 2019 Proyectos de I+D+i - PGC Tipo B. 20832/PI/18 Grant, funded by Fundación Séneca de la Región de Murcia, Spain (“Writing and L2 learning in pen-and-paper and computer-mediated environments”/ "Aprendizaje lingüístico en L2 a través de la escritura en entornos tradicionales y virtuales"). Convocatoria de “Ayudas a la realización de proyectos para el desarrollo de investigación científica y técnica por grupos competitivos 2018”.es
dc.relation.ispartofNew approaches to the investigation of language teaching and literaturees
dc.rightsinfo:eu-repo/semantics/restrictedAccesses
dc.subjectIndividual writinges
dc.subjectCollaborative writinges
dc.subjectSpanish EFL secondary educationes
dc.subjectCAF measureses
dc.subjectPropositional complexityes
dc.subjectCommunicative adequacyes
dc.subject.otherCDU::3 - Ciencias sociales::37 - Educación. Enseñanza. Formación. Tiempo librees
dc.subject.otherCDU::8-Lingüística y literatura::81 - Lingüística y lenguas
dc.titleComparing individual vs. collaborative writing in Spanish EFL secondary education: Insights from CAF measures, propositional complexity, and communicative adequacyes
dc.typeinfo:eu-repo/semantics/bookPartes
dspace.entity.typePublicationes
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relation.isAuthorOfPublication820f9471-e5f9-47be-ae8b-ae2e62007902
relation.isAuthorOfPublication.latestForDiscoveryc639231d-3d11-4c35-9065-65a51749ebb4
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