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Article published In: Language Teaching for Young Learners
Vol. 5:1 (2023) ► pp.7–29

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L1 use and patterns of interaction of young EFL learners in a collaborative writing task

 | Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU)
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Available under the Creative Commons Attribution-NonCommercial (CC BY-NC) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

Published online: 2 December 2022
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https://doi.org/10.1075/ltyl.22010.azk
Abstract
Research on L1 use among young EFL learners is scarce and has been mainly conducted with oral tasks, while collaborative writing (CW) tasks have been underexplored. CW provides learners with many opportunities for L2 development, especially when they work in collaborative patterns of interaction. In research with young EFL learners, the relationship between L1 use, CW and patterns of interaction has not been studied yet, and it is important to assess the extent to which the patterns of interaction formed in CW tasks play a role in L1 use by these learners, because these three factors have been claimed to impact L2 development. Thus, this study examines whether the patterns of interaction formed played a role in the L1 use and functions of 56 young EFL learners while they worked on a CW task at two different times. The findings indicated that these EFL learners showed mainly parallel/passive or collaborative patterns of interaction at both testing times, that the L1 was used mainly for metacognitive issues, although differences existed from pattern to pattern, and that a collaborative pattern of interaction resulted in more L1 use. The results are discussed following the pedagogical implications of these findings for the EFL classroom.
Article outline
  • 1.Introduction
  • 2.Collaborative writing and L1 use
  • 3.L1 use in EFL young settings
  • 4.Patterns of interaction and L2 development
  • 5.The study
    • 5.1Participants
    • 5.2Materials and procedure
    • 5.3Data analysis
  • 6.Results
  • 7.Discussion
  • 8.Conclusion
  • Acknowledgements
  • References
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2025. Examining Young Learners’ Engagement with Language in Task-Based Interaction Across Time. In Investigating Attention to Form and Individual Differences:Research with EFL Children [Second Language Learning and Teaching, ], ► pp. 233 ff. DOI logo
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