Are two heads always better than one? The effects of collaborative planning on L2 writing in relation to task complexity
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Kang, S. | - |
dc.contributor.author | Lee, Jin Hwa | - |
dc.date.available | 2020-04-23T08:21:34Z | - |
dc.date.issued | 2019-09 | - |
dc.identifier.issn | 1060-3743 | - |
dc.identifier.issn | 1873-1422 | - |
dc.identifier.uri | https://scholarworks.bwise.kr/cau/handle/2019.sw.cau/38991 | - |
dc.description.abstract | This study investigated the effects of individual versus collaborative pre-task planning on second language (L2) writing, particularly in relation to task complexity manipulated in terms of the number of task elements. The participants were 40 8th-grade Korean learners of English who were divided into simple and complex task groups. Each group performed two writing tasks: one using individual planning and one using collaborative planning in pairs. After planning, the participants individually described simple or complex picture stories in writing. The participants’ English texts were analyzed in terms of lexical and syntactic complexity, accuracy, and fluency. Collaborative planning had advantages over individual planning in fluency and syntactic complexity, but not in accuracy. Furthermore, its effects on lexical complexity were affected by task complexity: collaborative planning and individual planning resulted in a similar level of lexical complexity on complex tasks, but individual planning was much more beneficial on simple tasks. The pedagogical and research implications of these results are discussed. © 2019 Elsevier Inc. | - |
dc.format.extent | 12 | - |
dc.language | 영어 | - |
dc.language.iso | ENG | - |
dc.publisher | Elsevier Ltd | - |
dc.title | Are two heads always better than one? The effects of collaborative planning on L2 writing in relation to task complexity | - |
dc.type | Article | - |
dc.identifier.doi | 10.1016/j.jslw.2019.08.001 | - |
dc.identifier.bibliographicCitation | Journal of Second Language Writing, v.45, pp 61 - 72 | - |
dc.description.isOpenAccess | N | - |
dc.identifier.wosid | 000488142400005 | - |
dc.identifier.scopusid | 2-s2.0-85070836090 | - |
dc.citation.endPage | 72 | - |
dc.citation.startPage | 61 | - |
dc.citation.title | Journal of Second Language Writing | - |
dc.citation.volume | 45 | - |
dc.type.docType | Article | - |
dc.publisher.location | 영국 | - |
dc.subject.keywordAuthor | Collaborative planning | - |
dc.subject.keywordAuthor | Crossover interaction hypothesis | - |
dc.subject.keywordAuthor | Individual planning | - |
dc.subject.keywordAuthor | Low-level EFL learners | - |
dc.subject.keywordAuthor | Task complexity | - |
dc.subject.keywordAuthor | Task-based language teaching (TBLT) | - |
dc.subject.keywordPlus | LEXICAL COMPLEXITY | - |
dc.subject.keywordPlus | FLUENCY | - |
dc.subject.keywordPlus | ACCURACY | - |
dc.relation.journalResearchArea | Linguistics | - |
dc.relation.journalWebOfScienceCategory | Linguistics | - |
dc.description.journalRegisteredClass | ssci | - |
dc.description.journalRegisteredClass | scopus | - |
Items in ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.
84, Heukseok-ro, Dongjak-gu, Seoul, Republic of Korea (06974)02-820-6194
COPYRIGHT 2019 Chung-Ang University All Rights Reserved.
Certain data included herein are derived from the © Web of Science of Clarivate Analytics. All rights reserved.
You may not copy or re-distribute this material in whole or in part without the prior written consent of Clarivate Analytics.