Abstract
The study refers to collaborative writing. The main objective of this study is to show the effects of collaborative writing in the acquisition of the English language upon students of non-compulsory secondary education. The applied study is grounded on a quantitative focus of correlational character and descriptive basis, while applying a quasi-experimental design with a control group (CG) and an experimental group (EG). The results show that there is a significant relation that favors the method of collaborative writing upon the dimensions of feedback, motivation, collaboration, satisfaction, and ratings. It can be concluded that the collaborative writing method is effective if compared to the individual learning method.
Highlights
According to a study [1], second language writing is a potential source for language acquisition and learning
The present study presents a pedagogical method based on CW for language acquisition, while promoting new and innovative pedagogical actions in the acquisition of the written expression [39] among students enrolled in the second year of non-compulsory secondary education
If the typical deviation is taken into consideration, a wide range of diverse answers from the students, for both the control group (CG) and experimental group (EG), are found
Summary
According to a study [1], second language writing (hereinafter, L2W) is a potential source for language acquisition and learning. Students focus on the relationship between form and meaning, and, work in order to express their ideas by using language in the most accurate way possible [3]. This author found that in writing tasks, a “type of linguistic processing” takes place, which is an important source for second language learning (hereinafter, SLL). Such linguistic processing has been argued to be effective in the uptake of the L2 as it has been found that participants pay attention to language forms as well as content. When done collaboratively, students may discuss a wider range of linguistic language aspects which can be a source for language development
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