Abstract
Academic writing in English in our context is a significant aspect that can be innovative when a convergence model of writing stages is used along with collaborative work. This article reports on a study aimed at analyzing how collaborative work relates to undergraduate electronics students’ academic writing development in English as a foreign language at a Colombian university, following some specific writing stages. Field notes, students’ artifacts, and semi-structured interviews were the instruments used to gather information. The results showed that writing is achievable if students can follow stages and receive feedback from the teacher. Additionally, collaborative work allowed students to write research articles in an easy and dynamic way.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: PROFILE Issues in Teachers' Professional Development
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
