Chapter 1. Child EFL grammar learning through a collaborative writing task

Calzada, Asier; Mayo, Marı́a del Pilar Garcı́a

doi:10.1075/lllt.55.01cal

Cited by 17 publications

(7 citation statements)

References 35 publications

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“…Therefore, besides the scarcity of relevant research in the literature for running dictation, the present study provides empirical evidence that it may have a positive effect on grammatical development. The present findings are yet in accordance with previous ones highlighting that a group dictation activity may lead to improvement, which can be observed qualitatively rather than quantitatively (for similar results driven from the employment of dictogloss see García Mayo, 2020c andKuiken &Vedder, 2002). It is worth highlighting that this qualitative improvement has been attested in both tense and gender agreement, showing that running dictation may be beneficial for various grammatical phenomena.…”

Section: Discussionsupporting

confidence: 92%

Second language grammar learning in refugee children

Olioumtsevits

Papadopoulou

Marinis

2022

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This exploratory study aims to investigate the effectiveness of group dictation in primary school children with a refugee background. More specifically, running dictation was employed in the teaching of two grammatical phenomena in L2 Greek, tense and gender agreement. Two studies were conducted to investigate each grammatical structure separately. Each study consisted of a pre-test that investigated the pupils’ performance on the grammatical structure, the teaching intervention via running dictation, and a post-test that explored its efficiency on pupils’ accuracy. All pupils that participated in the studies were enrolled in formal Greek education and their L1s were Arabic, Farsi or Kurdish. According to the results from both studies, the children’s post-intervention performance did not improve significantly. However, the pupils’ accuracy on some of the grammatical forms tested as well as their error patterns indicated that running dictation helped the pupils notice the target grammatical phenomena and thus become more aware of them. Moreover, some data showed that older pupils benefited more from the target-activity than younger ones. Therefore, the present study provides evidence that running dictation may have a positive qualitative rather than quantitative impact on learners’ grammatical development and is dependent on the pupils’ age.

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Section: Discussionsupporting

confidence: 92%

Second language grammar learning in refugee children

Olioumtsevits

Papadopoulou

Marinis

2022

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“…As regards the production of LREs, to the best of our knowledge, the existing literature has mainly addressed adults or adolescents, while only a few studies have focused on YLs' conscious attention to language forms (Calzada & García Mayo, 2019, 2021García Mayo & Imaz Agirre, 2019). Yet, contradictory findings have been reported in the literature on adult populations.…”

Section: Writing Tasksmentioning

confidence: 99%

The influence of task repetition type on young EFL learners’ attention to form

Hidalgo

Mayo

2019

Language Teaching Research

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Task repetition (TR) is a valuable tool to direct learners’ attention from meaning to language form. The first time learners perform a task their focus is on conveying meaning, whereas during the second enactment they tend to focus on the form of their message. Collaborative writing also promotes learners’ focus on form, allowing extra time to pay attention to language use, and providing multiple opportunities for learners to pool their linguistic resources and co-construct meaning. Despite the increasing body of research on young learners’ (YLs) second language acquisition process, few studies have addressed the effect of the repetition of collaborative writing tasks on this population’s output. The present study aims to fill this gap by analysing the impact of TR on YLs’ (age 11–12) attention to form, operationalized as language-related episodes (LREs). Forty ( n = 40) beginner learners of English as a foreign language (EFL) worked with two types of TR: exact TR (ETR), where the participants repeated exactly the same task, and procedural TR (PTR), where the participants repeated task type but with different content. Contrary to most previous research, most LREs were form-focused, and resolved target-like in both groups. The results also revealed a statistically significant decrease in the number of LREs at time 3 in the ETR group, whereas the LREs in the PTR group remained stable. Pedagogical implications of these findings will be discussed.

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“…The fact that collaboration did not have a stronger influence on child learners individual writing could also be related to two other reasons. First, a "one-shot" collaborative dictogloss may not be enough to generate changes in young learners' writing, as has been the case in other studies which looked at changes in their grammar knowledge before and after the completion of the same task (Calzada & García Mayo, 2020a). Secondly, we must also acknowledge that our small sample's negative influence on statistical power could have caused a Type 2 error (Larson-Hall & Herrington, 2010).…”

Section: Independent Simple Clauses 4 Independent Coordinated Clauses 1 Dependent Subordinate Clause (49 Words)mentioning

confidence: 91%

“…In this study, learners had to carry out three dictogloss tasks (Wajnryb, 1990), where the main goal was to reconstruct a text they heard by keeping the gist of the story. Dictogloss has been claimed to be effective for focusing attention on formal aspects of language in the case of adult learners (Alegría de la Colina & García Mayo, 2007), teenagers (Basterrechea & Leeser, 2019;Swain & Lapkin, 2001) and, only recently, with the underexplored population of young EFL learners (Calzada & García Mayo, 2020a;. Furthermore, collaborative dictogloss has been shown to be an enjoyable task for children, as they tend to feel less and anxious and supported by their peers when working with their peers (Calzada & García Mayo, 2020b).…”

Section: The Writing Taskmentioning

confidence: 99%

Effects of proficiency and collaborative work on child EFL individual dictogloss writing

Calzada

Mayo

2021

LTYL

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Collaborative writing has been traditionally studied in terms of language-related episodes (LREs), which have been shown to be influenced by learner proficiency. Yet, the impact of collaboration on the written product has received less attention, especially regarding child EFL learners. Our study analyzes the individual reconstructions produced by 30 Spanish-Basque EFL children (aged 11–12) before and after (T1 and T3) they completed a collaborative dictogloss (T2). From the analysis of their LREs at T2, we predicted that certain areas (grammar and mechanics) could reflect more changes at T3 than others. Moreover, we wanted to determine whether those changes were moderated by the learners’ and their partners’ proficiency at T2: low (LP) or high (HP). Text-based and rubric measurements showed that only grammatical complexity improved in children’s individual writing from T1 to T3. Regarding proficiency, LP children performed significantly worse than their HP counterparts at T1 and T3 in most writing dimensions. Partner proficiency only influenced accuracy, and unexpectedly, working with an LP partner did not appear to have a detrimental effect. Our findings stress the need to carry out longitudinal studies to further determine the role of collaboration in L2 writing and knowledge development.

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Chapter 1. Child EFL grammar learning through a collaborative writing task

Cited by 17 publications

References 35 publications

Second language grammar learning in refugee children

Second language grammar learning in refugee children

The influence of task repetition type on young EFL learners’ attention to form

Effects of proficiency and collaborative work on child EFL individual dictogloss writing

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