Exploring virtual collaborative writing in the EFL classroom
EntityUAM. Departamento de Filología Inglesa
10.14705/rpnet.2018.26.835Martínez-Sáez, Antonio; Corral-Esteban, Avelino; Vinagre-Laranjeira, Margarita. "Exploring virtual collaborative writing in the EFL classroom". Future-proof CALL: language learning as exploration and encounters – short papers from EUROCALL 2018. Eds. Taalas, Peppi; Jalkanen, Juha ; Bradley, Linda; Thouësny, Sylvie Research-publishing.net, 2018. 188-192
Funded byThis research was funded by the Spanish Ministry of Economy and Competitiveness (EDU2014-54673R)
ProjectGobierno de España. EDU2014-54673R
Subjectslanguage learning; collaborative writing; virtual collaboration; discourse analysis; Educación
Rights© 2018 Antonio Martínez-Sáez, Avelino Corral-Esteban, Margarita Vinagre-Laranjeira
Esta obra está bajo una Licencia Creative Commons Atribución 4.0 Internacional.
With the integration of new technologies in the foreign language classroom, the practice of collaborative writing has gained renewed attention, although some questions still remain unanswered regarding the extent to which these tools help learners in their writing when compared to more traditional learning contexts (Elola & Oskoz, 2010). In order to explore these issues, we analysed the written production of 84 undergraduate students of English as a Foreign Language (EFL) using the LIWC20154 software. The analysis revealed significant differences in categories such as word count, clout, emotional tone, or analytical thinking when comparing the texts written by an experimental and a control group. Moreover, regarding discourse, some differences were observed in terms of the way information was presented and structured
Google Scholar:Martínez Sáez, Antonio - Corral Esteban, Avelino - Vinagre Laranjeira, Margarita Gloria
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