A Comparison between Collaborative and Individual Writings in Promoting Motivation and Language Acquisition

José Luis Ortega Martín, Imke B. Hameleers, Juan-Manuel Trujillo-Torres and Antonio-José Moreno-Guerrero
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José Luis Ortega Martín: Department of Didactics of Language and Literature, University of Granada, 18071 Granada, Spain
Imke B. Hameleers: Department of Didactics of Language and Literature, University of Granada, 18071 Granada, Spain
Juan-Manuel Trujillo-Torres: Departament of Didactics and School Organization, University of Granada, 18071 Granada, Spain
Antonio-José Moreno-Guerrero: Departament of Didactics and School Organization, University of Granada, 18071 Granada, Spain

Sustainability, 2020, vol. 12, issue 19, 1-11

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.

Keywords: acquisition; cooperative method; collaborative writing; individual writing; innovative teaching and learning methods (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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