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Article published In: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 36:2 (2023) ► pp.643–671

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Engaging lower proficiency learners of Spanish in collaborative writing tasks

ORCiD logo with link | Université du Québec à Montréal
ORCiD logo with link | Georgetown University
Published online: 11 September 2023
DOI logo with link
https://doi.org/10.1075/resla.21019.pay
Abstract
This study examines the influence of task complexity on collaborative dialogue and written texts with lower proficiency learners of Spanish. English-speaking students of Spanish from two intact classrooms (N = 24) were assigned to a simple or a complex writing group. In dyads, learners completed two information-exchange tasks that differed in complexity and produced two collaborative texts, on two separate days. Interactions produced during the writing tasks were transcribed and coded for collaborative dialogue, operationalized as language-related episodes. Written texts were rated holistically for originality, engageability, and quality. Results show that collaborative dialogue about lexis was most frequent, regardless of the task complexity. Further, increases in task complexity appeared to have influenced opportunities for collaborative dialogue and for the production of more engaging texts. Results are discussed in light of current scholarship on collaborative writing and insights are offered on the value of implementing writing tasks with lower proficiency learners.
Resumen
Favorecer tareas de escritura colaborativa con alumnos de español de nivel elemental
Este estudio examina la influencia de la complejidad de una tarea en la producción de diálogo colaborativo y en los textos colaborativos escritos con estudiantes de español de bajo nivel de competencia. Los estudiantes de español como lengua extranjera de dos grupos (N = 24) fueron asignados a un grupo de escritura simple o compleja. En parejas, los estudiantes completaron dos tareas de comunicación que diferían en complejidad y produjeron dos textos colaborativos, en dos días distintos. Las interacciones producidas durante las tareas de escritura fueron transcritas y codificadas para los diálogos colaborativos, operacionalizados como episodios relacionados con el lenguaje. Los textos escritos fueron evaluados de forma global en cuanto a originalidad, interés y calidad. Los resultados mostraron que las instancias de diálogo colaborativo sobre el léxico fueron los más frecuentes, independientemente de la complejidad de la tarea. Por otra parte, el aumento de la complejidad de la tarea pareció haber influido las ocasiones de diálogo colaborativo y en la producción de textos más interesantes. Los resultados se discuten a la luz de los estudios actuales sobre la escritura colaborativa y se ofrecen ideas sobre el valor de la implementación de tareas de escritura con estudiantes de bajo nivel de competencia.
Article outline
  • 1.Introduction
  • 2.Collaborative writing
  • 3.Task complexity
  • 4.Rationale for the study
  • 5.Method
    • 5.1Participants
    • 5.2Materials
    • 5.3Procedure
    • 5.4Data analysis
      • Language-related episodes
      • Written output
  • 6.Results
  • 7.Discussion
  • 8.Pedagogical implications
  • 9.Limitations
  • 10.Conclusion
  • Note
  • References
References (55)
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