Collaborative writing, written corrective feedback and motivation among child EFL learners

Ruth Milla; María del Pilar García-Mayo

doi:10.30827/portalin.vi41.23971

Autores/as

Ruth Milla Universidad del País Vasco (UPV/EHU) https://orcid.org/0000-0002-9771-7037
María del Pilar García-Mayo Universidad del País Vasco (UPV/EHU) https://orcid.org/0000-0002-1987-4889

DOI:

https://doi.org/10.30827/portalin.vi41.23971

Palabras clave:

escritura colaborativa, retroalimentación escrita, motivación, niños, ILE

Resumen

El presente estudio compara dos tipos de retroalimentación escrita (RE), reformulaciones y modelos, y su efecto sobre la producción de treinta y nueve alumnos de educación primaria (edad 11-12; nivel A2) con inglés como lengua extranjera (ILE), que trabajaban de forma colaborativa e individual. Además, se examina el efecto de la escritura colaborativa (EC) en la motivación de los aprendices. Se analizaron la percepción de aspectos problemáticos y su consiguiente incorporación a los textos revisados tras haberles proporcionado RE en sus dos tipos, comparando la EC con la individual en cuanto a la percepción e incorporación de elementos lingüísticos y en cuanto a la motivación. Se encontraron escasas diferencias significativas entre los dos grupos de RE, pero sí algunas tendencias en el sentido de que los niños del grupo de modelos percibieron e incorporaron más elementos léxicos mientras que la percepción e incorporación en el grupo de reformulaciones generalmente estaba relacionada con aspectos gramaticales y ortográficos. La comparación de EC e individual reveló diferencias significativas, apuntando a la ventaja de la EC sobre la individual. Estos hallazgos se comentan con referencia a los posibles beneficios de la EC para jóvenes aprendices y se presentan algunas implicaciones pedagógicas.

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Biografía del autor/a

Ruth Milla, Universidad del País Vasco (UPV/EHU)

Dr. Ruth Milla is an assistant professor of FL teaching at the Faculty of Education of the University of the Basque Country (UPV/EHU). Her research deals with EFL teaching and learning in multilingual contexts, particularly corrective feedback and collaborative writing. Her work has been published in international journals and volumes and presented at international conferences. She is a member of the research group Language and Speech (www.laslab.org) and has taken part in several research projects on FL teaching.

María del Pilar García-Mayo, Universidad del País Vasco (UPV/EHU)

Dr. María del Pilar García Mayo is Full Professor of English Language and Linguistics at the University of the Basque Country (UPV/EHU). She has published widely on the L2/L3 acquisition of English morphosyntax and the study of conversational interaction in EFL. She is the director of the research group Language and Speech, of the MA program Language Acquisition in Multilingual Settings and editor of Language Teaching Research. She is also an Honorary Consultant for the Shanghai Center for Research in English Language Education.

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FUNDING INFORMATION

This work was supported by the Spanish Ministry of Economy and Competitiveness (MINECO) under grant FFI2016-74950-P (AEI/FEDER/UE), and by the Basque Government under grant IT904-16.