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Exploring student interaction during collaborative prewriting discussions and its relationship to L2 writing


Exploring student interaction during collaborative prewriting discussions and its relationship to L2 writing

Neumann, Heike ORCID: https://orcid.org/0000-0001-8977-7219 and McDonough, Kim (2014) Exploring student interaction during collaborative prewriting discussions and its relationship to L2 writing. Journal of Second Language Writing, 27 . pp. 84-104. ISSN 10603743

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Official URL: http://dx.doi.org/10.1016/j.jslw.2014.09.009


In second language (L2) writing classrooms, prewriting discussions are one of the most commonly used collaborative activities (Fernández Dobao, 2012; Storch, 2005), yet there has been little research about their relationship to students’ written texts. Recent L2 writing research has examined the textual features of co-constructed texts (e.g., Elola & Oskoz, 2010; Kuiken & Vedder, 2002; Storch & Wigglesworth, 2007), whereas the pretask planning literature has focused mainly on the effect of individual planning (e.g., Ellis & Yuan, 2004; Kroll, 1990; Ojima, 2006). The current study investigates the relationship between interaction during collaborative prewriting tasks and students’ written texts in an English for Academic Purposes (EAP) course. The findings indicate that structured collaborative prewriting tasks elicited student talk about content and organization, but only a moderate relationship between these prewriting discussions and the students’ written texts was observed. Implications for the use of collaborative prewriting discussions in EAP contexts are discussed.

Divisions:Concordia University > Faculty of Arts and Science > Education
Item Type:Article
Authors:Neumann, Heike and McDonough, Kim
Journal or Publication:Journal of Second Language Writing
Date:4 November 2014
Digital Object Identifier (DOI):10.1016/j.jslw.2014.09.009
Keywords:Second language writing; Second language interaction; Collaboration; Group work; Prewriting tasks
ID Code:985476
Deposited On:06 Jun 2019 17:53
Last Modified:06 Jun 2019 17:53


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