آمار
| تعداد نشریات | 5 |
| تعداد شمارهها | 111 |
| تعداد مقالات | 1,247 |
| تعداد مشاهده مقاله | 1,199,559 |
| تعداد دریافت فایل اصل مقاله | 1,060,275 |
EFL Writing Skill Instruction in the Light of TBLT-Synthesized Collaborative Dialogue: Spotting Learners’ Achievements and Teachers’ Perceptions | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 10، دوره 11، شماره 1 - شماره پیاپی 21، تیر 2023، صفحه 141-160 اصل مقاله (529.83 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2023.28136.1497 | ||
| نویسندگان | ||
| Haniyeh Shirazifard1؛ Gholam-Reza Abbasian* 2؛ Ahmad Mohseni3 | ||
| 1PhD Candidate of TEFL, South Tehran Branch, Islamic Azad University, Tehran, Iran | ||
| 2Associate Professor of TEFL, English Language Department, Imam Ali University, Tehran, Iran http://orcid.org/0000-0003-6949-1736 | ||
| 33Associate Professor of TEFL, English Language Department, South Tehran Branch, Islamic Azad University, Tehran, Iran | ||
| چکیده | ||
| The present study aimed to investigate the effects of TBLT-synthesized collaborative dialogue in teaching writing skills to Iranian EFL learners and also to explore their teachers’ attitudes towards such an approach. Regarding the essence of the questions of the study, an explanatory sequential mixed-methods research design was employed. To this end, 100 conveniently sampled Iranian B.A. TEFL and Translation Studies students were identified as relatively homogeneous in terms of their language proficiency through administering Oxford Placement Test (OPT), and ten Iranian EFL teachers attended as the participants. The experimental group students were exposed to the synthetic approach of teaching writing. In contrast, the control group experienced conventional mainstream in the quantitative phase of the study lasting for 16-session treatments. As to the qualitative phase, a semi-structured individual interview was conducted with the participant teachers. The quantitative phase revealed that the synthetic initiative had comparatively significant impacts on the EFL students’ writing performance, and the qualitative phase showed that the teachers adopted some positive views toward the implementation of the applied synthetic approach to TBLT and CD in writing instruction. The findings offer some pedagogical implications for the stakeholders, including syllabus designers, EFL learners, and teachers, to include task-based collaborative dialogues in EFL instruction. | ||
| کلیدواژهها | ||
| collaborative dialogue؛ TBLT؛ writing skill | ||
| مراجع | ||
|
Abtahi, M., Abdikhah, S., & Dehqan, M. (2020). The influence of computer-based and collaborative handwritten peer feedback on the writing performance of EFL learners. Journal of Modern Research in English Language Studies, 7(3), 95-113. https://doi.org/10.30479/jmrels.2020.12281.1527
Adamson, D., Dyke, G., Jang, H., & Rosé, P. C. (2014).Towards an agile approach to adapting dynamic collaboration support to student needs. International Journal of Artificial Intelligence in Education, 24, 92–124. http://dx.doi.org/10.1007/s40593-013-0012-6
Ahmadian, M., Amerian, M., & Tajabadi, A. (2014). The effect of collaborative dialogue on EFL learner’s vocabulary acquisition and retention. International Journal of Applied Linguistics & English Literature, 3(4), 38-45. https://doi.org/10.7575/aiac.ijalel.v.3n.4p.38
Alegrı´a de la Colina, A., & Garcı´a Mayo, M. P. (2007). Attention to form across collaborative tasks by low-proficiency learners in an EFL setting. In M. P. Garcı´a Mayo (Ed.), Investigating tasks in foreign language learning (pp. 91–116). Multilingual Matters. https://doi.org/0.21832/9781853599286-008
Ameri-Golestan, A., & Nezakat-Alhossaini, M. (2017). Long-term effects of collaborative task planning vs. individual task planning on Persian-speaking EFL learners’ writing performance. Journal of Research in Applied Linguistics, 8(1), 146-164. https://doi.org/10.22055/rals.2017.12617
Abtahi, M., Abdikhah, S., & Dehqan, M. (2020). The influence of computer-based and collaborative handwritten peer feedback on the writing performance of EFL learners. Journal of Modern Research in English Language Studies, 7(3), 95-113. https://doi.org/10.30479/jmrels.2020.12281.1527
Adamson, D., Dyke, G., Jang, H., & Rosé, P. C. (2014).Towards an agile approach to adapting dynamic collaboration support to student needs. International Journal of Artificial Intelligence in Education, 24, 92–124. http://dx.doi.org/10.1007/s40593-013-0012-6
Ahmadian, M., Amerian, M., & Tajabadi, A. (2014). The effect of collaborative dialogue on EFL learner’s vocabulary acquisition and retention. International Journal of Applied Linguistics & English Literature, 3(4), 38-45. https://doi.org/10.7575/aiac.ijalel.v.3n.4p.38
Alegrı´a de la Colina, A., & Garcı´a Mayo, M. P. (2007). Attention to form across collaborative tasks by low-proficiency learners in an EFL setting. In M. P. Garcı´a Mayo (Ed.), Investigating tasks in foreign language learning (pp. 91–116). Multilingual Matters. https://doi.org/10.21832/9781853599286-008
Ameri-Golestan, A., & Nezakat-Alhossaini, M. (2017). Long-term effects of collaborative task planning vs. individual task planning on Persian-speaking EFL learners’ writing performance. Journal of Research in Applied Linguistics, 8(1), 146-164. https://doi.org/10.22055/rals.2017.12617
Anggraini, R., Rozimela, Y., & Anwar, D. (2020). The effects of collaborative writing on EFL learners’ writing skills and their perception of the strategy. Journal of Language Teaching and Research, 11(2), 335-341. https://dx.doi.org/10.17507/jltr.1102.25
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2019). Introduction to research in education. Cengage Learning.
Brooks, C. M., & Ammons, J. L. (2003). Free riding in group projects and the effects of timing, frequency, and specificity of criteria in peer assessments. Journal of Education for Business, 78(5), 268-272. https://doi.org/10.1080/08832320309598613
Brown, J. D., & Bailey, K. M. (1985). A categorical instrument for scoring second language writing skills. Language Learning, 34, 21-38. https://doi.org/10.1111/j.1467-1770.1984.tb00350.x
Bygate, M., Skehan, P., & Swain, M. (2001). Introduction. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 1-20). Pearson. https://doi.org/10.4324/9781315838267
Carless, D. (2004). Issues in teachers’ reinterpretation of a task-based innovation in primary schools. TESOL Quarterly, 38 (4), 639-62. https://doi.org/10.2307/3588283
Council of Europe (2009). Intergovernmental Policy Forum: “The Common European Framework of Reference for languages (CEFR) and the development of language policies: Challenges and responsibilities”.
Conzemius, A., & O'neill, J. (2001). Building shared responsibility for student learning. ASCD.
Creswell, J. W., & Clark, V. L. P. (2011). Designing and conducting mixed methods research. SAGE.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
Dobao, A. F., & Blum, A. (2013). Collaborative writing in pairs and small groups: Learners’ attitudes and perceptions. System, 41(2), 365-378. https://doi.org/10.1016/j.system.2013.02.002.
Dobao, A. F. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing. 21, 40–58. https://doi.org/10.1016/j.jslw.2011.12.002
Donato, R. (1994). Collective scaffolding in second language learning. In J. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33-56). Ablex.
Doughty, C., & Williams, J. (1998). Focus on form in classroom second language acquisition. Cambridge University Press.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Ellis, R., & Shintani, N. N. (2014). Exploring language pedagogy through second language acquisition research. Routledge. https://doi.org/10.4324/9780203796580
Elola, I., & Oskoz, A. (2010). Collaborative writing: Fostering foreign language and writing conventions development. Language Learning and Technology, 14 (3), 51 – 71. Learning & Technology http://llt.msu.edu/vol14num3/elolaoskoz.pdf
Groenke, S. L. (2007). Collaborative dialogue in a synchronous CMC environment? A look at one beginning English teacher’s strategies. Journal of Computing in Teacher Education, 24(2), 41-47.
Hani-Yan, M. (2014). The task-based teaching of writing to big classes in Chinese EFL setting. English Language Teaching, 7(3), 63-70. https://dx.doi.org/10.5539/elt.v7n3p63
Khodabakhshzadeh, H., & Samadi, F. (2017). The effect of collaborative writing on Iranian EFL learners’ task achievement in writing and their perception. International Journal of Applied Linguistics & English Literature, 7(1), 113-119. https://dx.doi.org/10.7575/aiac.ijalel.v.7n.1p.113
Khodamoradi, A., Iravani, H., & Jafarigohar, M. (2013). The effect of teacher’s scaffolding and peers’ collaborative dialogue on the acquisition of English tenses in the Zone of Proximal Development: A sociocultural perspective. European Online Journal of Natural and Social Sciences, 2(2s), 336-346.
Kim, Y., & McDonough, K. (2008). The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners. Language Teaching Research, 12(2), 211-234. https://doi.org/10.1177/1362168807086288
Lantolf, J. P. (Ed.). (2000). Sociocultural theory and second language learning. Oxford University Press.
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
MacIntyre, P. (2002). Motivation, anxiety and emotion in second language acquisition. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 45-68). John Benjamins Publishing. https://doi.org/10.1075/lllt.2.05mac
McLaughlin, B., Rossman, T., & McLeod, B. (1983). Second language learning: An information-processing perspective. Language Learning, 33(2), 135–158. https://doi.org/10.1111/j.1467-1770.1983.tb00532.x
Nassaji, H., & Tian, J. (2010). Collaborative and individual output tasks and their effects on learning English phrasal verbs. Language Teaching Research, 14(4), 397-419. https://doi.org/10.1177/1362168810375364
Neumann, H, & McDonough, K. (2015). Exploring student interaction during collaborative prewriting discussions and its relationship to L2 writing. Journal of Second Language Writing 27, 84–104. https://doi.org/10.1016/j.jslw.2014.09.009
Pishghadam, R., Adamson, B., & Shayesteh, S. (2013). Emotion-based language instruction (EBLI) as a new perspective in bilingual education. Multilingual Education, 3(1), 1-16. https://doi.org/10.1186/2191-5059-3-9
Poupore, G. (2004). Quality interaction and types of negotiation in problem-solving and jigsaw tasks. In C. Edwards & J. Willis (Eds.), Teachers exploring tasks in English language teaching (pp. 242-255). Palgrave Macmillan. https://dx.doi.org/10.1057/9780230522961_20
Rajablou, F., & Shirvan, M. E. (2017). Iranian English language learners’ attitude towards their accent in English language: An ecological approach. Englishes in Practice, 4(1), 1-30. https://doi.org/10.1515/eip-2017-0001
Razmjoo, S. A, & Riazi, M. (2006). Do high schools or private institutes practice communicative language teaching? A case study of Shiraz teachers in high schools and institutes. The Reading Matrix, 6(3), 340-363.
Shehadeh, A. (2011). Effects and student perceptions of collaborative writing in L2. Journal of Second Language Writing, 20(4), 286-305. https://doi.org/10.1016/j.jslw.2011.05.010
Shirbagi, N. (2010). An exploration of undergraduate students' motivation and attitudes towards English language acquisition. Journal of Behavioural Sciences, 20(2). https://doi.org/10.12928/eltej.v2i1.947
Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14(3), 153–173. https://doi.org/10.1016/j.jslw.2005.05.002
Storch, N., & Wigglesworth, G. (2007). Writing tasks: The effects of collaboration. In M. Garcı´a Mayo (Ed.), Investigating tasks in formal language learning (pp.157–177). Multilingual Matters. https://doi.org/10.21832/9781853599286-011
Swain, M. (1995). Three functions of output in second language learning. Principles and practice in applied linguistics: Studies in honor of HG Widdowson, 125-144.
Swain, M. (1997). Collaborative dialogue: Its contribution to second language learning. Revista Canaria de Estudios Ingleses, (34), 115-132.
Swain, M. (1998). Focus on form through conscious reflection. In Doughty, C. and Williams, J (Eds.), Focus on form in classroom second language acquisition (pp. 64-81). Cambridge University Press.
Swain, M. (2001). Examining dialogue: Another approach to content specification and to validating inferences drawn from test scores. Language Testing, 18, 319-346. https://doi.org/10.1177/136216880607074599
Swain, M., & Lapkin, S. (2001). Focus on form through collaborative dialogue: Exploring task effects. In Bygate, M., Skehan, P., & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 99–118). Longman.
Swain, M., & Lapkin, S. (2002). Talking it through: Two French immersion learners’ response to reformulation. International Journal of Educational Research, 37(3-4), 285-304. https://doi.org/10.1016/S0883-0355(03)00006-5
Swain, M., & Watanabe, Y. (2013). Languaging: Collaborative dialogue as a source of second language learning. The Encyclopedia of Applied Linguistics, 3218-3225. https://doi.org/10.1002/9781405198431.wbeal0664
Swain, M., Brooks, L., & Tocalli-Beller, A. (2002). Peer-peer dialogue as a means of second language learning. Annual Review of Applied Linguistics, 22, 171–185. https://doi.org/10.1017/S0267190502000090
Vygotsky, L. (1978). Interaction between learning and development. Readings on the Development of Children, 23(3), 34-41.
Watanabe, Y., & Swain, M. (2007). Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative dialogue between adult ESL learners. Language Teaching Research, 11(2), 121-142. https://doi.org/10.1177/136216880607074599
Webb, N. M. (2013). Information processing approaches to collaborative learning. In C. E. Hmelo-Silver, C. A. Chinn, C. K. K. Chan, & A. O'Donnell (Eds.), The international handbook of collaborative learning (pp. 19–40). Routledge.
Wigglesworth, G., & Storch, N. (2009). Pair versus individual writing: Effects of fluency complexity and accuracy. Language Testing. 26, 45–466. https://doi.org/10.1177/0265532209104670
Wigglesworth, G., & Storch, N. (2012). Feedback and writing development through collaboration: A socio-cultural approach. In R. Mancho´n (Ed.), L2 writing development: Multiple perspectives (pp. 69–101). De Gruyter Mouton. https://doi.org/10.1515/9781934078303.69
Willis, J. (1996). A framework for task-based learning. Longman.
Wistner, B., Sakai, H., & Abe, M. (2009). An analysis of the Oxford Placement Test and the Michigan English Placement Test as L2 proficiency tests. Bulletin of the Faculty of Letters, Hosei University, 58(2), 33-44.
Yilmaz, Y. (2008). Collaborative dialogues during tasks in synchronous computer-mediated communication. Doctoral dissertation, Florida State University, College of Education.
Zeng, G., & Takatsuka, S. (2009). Text-based peer-peer collaborative dialogue in a computer-mediated learning environment in the EFL context. System, 37(3), 434-446. https://doi.org/10.1016/j.system.2009.01.003
Zohrabi, M., Torabi, M. A., & Baybourdiani, P. (2012). Teacher-centered and/or student-centered learning: English language in Iran. English Language and Literature Studies, 2(3), 18-30. https://doi.org/10.5539/ells.v2n3p18
Anggraini, R., Rozimela, Y., & Anwar, D. (2020). The effects of collaborative writing on EFL learners’ writing skills and their perception of the strategy. Journal of Language Teaching and Research, 11(2), 335-341. https://dx.doi.org/10.17507/jltr.1102.25
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2019). Introduction to research in education. Cengage Learning.
Brooks, C. M., & Ammons, J. L. (2003). Free riding in group projects and the effects of timing, frequency, and specificity of criteria in peer assessments. Journal of Education for Business, 78(5), 268-272. https://doi.org/10.1080/08832320309598613
Brown, J. D., & Bailey, K. M. (1985). A categorical instrument for scoring second language writing skills. Language Learning, 34, 21-38. https://doi.org/10.1111/j.1467-1770.1984.tb00350.x
Bygate, M., Skehan, P., & Swain, M. (2001). Introduction. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 1-20). Pearson. https://doi.org/10.4324/9781315838267
Carless, D. (2004). Issues in teachers’ reinterpretation of a task-based innovation in primary schools. TESOL Quarterly, 38 (4), 639-62. https://doi.org/10.2307/3588283
Council of Europe (2009). Intergovernmental Policy Forum: “The Common European Framework of Reference for languages (CEFR) and the development of language policies: Challenges and responsibilities”.
Conzemius, A., & O'neill, J. (2001). Building shared responsibility for student learning. ASCD.
Creswell, J. W., & Clark, V. L. P. (2011). Designing and conducting mixed methods research. SAGE.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
Dobao, A. F., & Blum, A. (2013). Collaborative writing in pairs and small groups: Learners’ attitudes and perceptions. System, 41(2), 365-378. https://doi.org/10.1016/j.system.2013.02.002.
Dobao, A. F. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing. 21, 40–58. https://doi.org/10.1016/j.jslw.2011.12.002
Donato, R. (1994). Collective scaffolding in second language learning. In J. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33-56). Ablex.
Doughty, C., & Williams, J. (1998). Focus on form in classroom second language acquisition. Cambridge University Press.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Ellis, R., & Shintani, N. N. (2014). Exploring language pedagogy through second language acquisition research. Routledge. https://doi.org/10.4324/9780203796580
Elola, I., & Oskoz, A. (2010). Collaborative writing: Fostering foreign language and writing conventions development. Language Learning and Technology, 14 (3), 51 – 71. Learning & Technology http://llt.msu.edu/vol14num3/elolaoskoz.pdf
Groenke, S. L. (2007). Collaborative dialogue in a synchronous CMC environment? A look at one beginning English teacher’s strategies. Journal of Computing in Teacher Education, 24(2), 41-47.
Hani-Yan, M. (2014). The task-based teaching of writing to big classes in Chinese EFL setting. English Language Teaching, 7(3), 63-70. https://dx.doi.org/10.5539/elt.v7n3p63
Khodabakhshzadeh, H., & Samadi, F. (2017). The effect of collaborative writing on Iranian EFL learners’ task achievement in writing and their perception. International Journal of Applied Linguistics & English Literature, 7(1), 113-119. https://dx.doi.org/10.7575/aiac.ijalel.v.7n.1p.113
Khodamoradi, A., Iravani, H., & Jafarigohar, M. (2013). The effect of teacher’s scaffolding and peers’ collaborative dialogue on the acquisition of English tenses in the Zone of Proximal Development: A sociocultural perspective. European Online Journal of Natural and Social Sciences, 2(2s), 336-346.
Kim, Y., & McDonough, K. (2008). The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners. Language Teaching Research, 12(2), 211-234. https://doi.org/10.1177/1362168807086288
Lantolf, J. P. (Ed.). (2000). Sociocultural theory and second language learning. Oxford University Press.
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
MacIntyre, P. (2002). Motivation, anxiety and emotion in second language acquisition. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 45-68). John Benjamins Publishing. https://doi.org/10.1075/lllt.2.05mac
McLaughlin, B., Rossman, T., & McLeod, B. (1983). Second language learning: An information-processing perspective. Language Learning, 33(2), 135–158. https://doi.org/10.1111/j.1467-1770.1983.tb00532.x
Nassaji, H., & Tian, J. (2010). Collaborative and individual output tasks and their effects on learning English phrasal verbs. Language Teaching Research, 14(4), 397-419. https://doi.org/10.1177/1362168810375364
Neumann, H, & McDonough, K. (2015). Exploring student interaction during collaborative prewriting discussions and its relationship to L2 writing. Journal of Second Language Writing 27, 84–104. https://doi.org/10.1016/j.jslw.2014.09.009
Pishghadam, R., Adamson, B., & Shayesteh, S. (2013). Emotion-based language instruction (EBLI) as a new perspective in bilingual education. Multilingual Education, 3(1), 1-16. https://doi.org/10.1186/2191-5059-3-9
Poupore, G. (2004). Quality interaction and types of negotiation in problem-solving and jigsaw tasks. In C. Edwards & J. Willis (Eds.), Teachers exploring tasks in English language teaching (pp. 242-255). Palgrave Macmillan. https://dx.doi.org/10.1057/9780230522961_20
Rajablou, F., & Shirvan, M. E. (2017). Iranian English language learners’ attitude towards their accent in English language: An ecological approach. Englishes in Practice, 4(1), 1-30. https://doi.org/10.1515/eip-2017-0001
Razmjoo, S. A, & Riazi, M. (2006). Do high schools or private institutes practice communicative language teaching? A case study of Shiraz teachers in high schools and institutes. The Reading Matrix, 6(3), 340-363.
Shehadeh, A. (2011). Effects and student perceptions of collaborative writing in L2. Journal of Second Language Writing, 20(4), 286-305. https://doi.org/10.1016/j.jslw.2011.05.010
Shirbagi, N. (2010). An exploration of undergraduate students' motivation and attitudes towards English language acquisition. Journal of Behavioural Sciences, 20(2). https://doi.org/10.12928/eltej.v2i1.947
Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14(3), 153–173. https://doi.org/10.1016/j.jslw.2005.05.002
Storch, N., & Wigglesworth, G. (2007). Writing tasks: The effects of collaboration. In M. Garcı´a Mayo (Ed.), Investigating tasks in formal language learning (pp.157–177). Multilingual Matters. https://doi.org/10.21832/9781853599286-011
Swain, M. (1995). Three functions of output in second language learning. Principles and practice in applied linguistics: Studies in honor of HG Widdowson, 125-144.
Swain, M. (1997). Collaborative dialogue: Its contribution to second language learning. Revista Canaria de Estudios Ingleses, (34), 115-132.
Swain, M. (1998). Focus on form through conscious reflection. In Doughty, C. and Williams, J (Eds.), Focus on form in classroom second language acquisition (pp. 64-81). Cambridge University Press.
Swain, M. (2001). Examining dialogue: Another approach to content specification and to validating inferences drawn from test scores. Language Testing, 18, 319-346. https://doi.org/10.1177/136216880607074599
Swain, M., & Lapkin, S. (2001). Focus on form through collaborative dialogue: Exploring task effects. In Bygate, M., Skehan, P., & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 99–118). Longman.
Swain, M., & Lapkin, S. (2002). Talking it through: Two French immersion learners’ response to reformulation. International Journal of Educational Research, 37(3-4), 285-304. https://doi.org/10.1016/S0883-0355(03)00006-5
Swain, M., & Watanabe, Y. (2013). Languaging: Collaborative dialogue as a source of second language learning. The Encyclopedia of Applied Linguistics, 3218-3225. https://doi.org/10.1002/9781405198431.wbeal0664
Swain, M., Brooks, L., & Tocalli-Beller, A. (2002). Peer-peer dialogue as a means of second language learning. Annual Review of Applied Linguistics, 22, 171–185. https://doi.org/10.1017/S0267190502000090
Vygotsky, L. (1978). Interaction between learning and development. Readings on the Development of Children, 23(3), 34-41.
Watanabe, Y., & Swain, M. (2007). Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative dialogue between adult ESL learners. Language Teaching Research, 11(2), 121-142. https://doi.org/10.1177/136216880607074599
Webb, N. M. (2013). Information processing approaches to collaborative learning. In C. E. Hmelo-Silver, C. A. Chinn, C. K. K. Chan, & A. O'Donnell (Eds.), The international handbook of collaborative learning (pp. 19–40). Routledge.
Wigglesworth, G., & Storch, N. (2009). Pair versus individual writing: Effects of fluency complexity and accuracy. Language Testing. 26, 45–466. https://doi.org/10.1177/0265532209104670
Wigglesworth, G., & Storch, N. (2012). Feedback and writing development through collaboration: A socio-cultural approach. In R. Mancho´n (Ed.), L2 writing development: Multiple perspectives (pp. 69–101). De Gruyter Mouton. https://doi.org/10.1515/9781934078303.69
Willis, J. (1996). A framework for task-based learning. Longman.
Wistner, B., Sakai, H., & Abe, M. (2009). An analysis of the Oxford Placement Test and the Michigan English Placement Test as L2 proficiency tests. Bulletin of the Faculty of Letters, Hosei University, 58(2), 33-44.
Yilmaz, Y. (2008). Collaborative dialogues during tasks in synchronous computer-mediated communication. Doctoral dissertation, Florida State University, College of Education.
Zeng, G., & Takatsuka, S. (2009). Text-based peer-peer collaborative dialogue in a computer-mediated learning environment in the EFL context. System, 37(3), 434-446. https://doi.org/10.1016/j.system.2009.01.003
Zohrabi, M., Torabi, M. A., & Baybourdiani, P. (2012). Teacher-centered and/or student-centered learning: English language in Iran. English Language and Literature Studies, 2(3), 18-30. https://doi.org/10.5539/ells.v2n3p18
| ||
|
آمار تعداد مشاهده مقاله: 465 تعداد دریافت فایل اصل مقاله: 386 |
||