Collaborative Work and Language Learners’ Identities When Editing Academic Texts

Lorena Caviedes, Angélica Meza, Ingrid Rodríguez

Abstract


This paper presents a qualitative case study that involved three groups of English as a foreign language pre-service teachers at a Colombian private university. Each group attended tutoring sessions during an academic semester. Along these sessions, students were asked to work collaboratively in the editing process of some chapters of their thesis project through a corpus interface. Students wrote journals and participated in interviews about their experiences. Teachers also wrote journal entries to describe and interpret their observations from the meetings. Findings reveal the participants’ identities that emerged from their group dynamics and their insights about their collaborative process when editing academic texts.

 


Keywords


Collaborative work; editing process; learners’ identities

Full Text:

PDF HTML

References


Biber, D., Conrad, S., & Reppen, R. (1998). Corpus linguistics: Investigating language structure and use (1st ed.). New York, NY: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511804489.

Burns, A. (1999). Collaborative action research for English language teachers. Cambridge, UK: Cambridge University Press.

César, M., & Santos, N. (2006). From exclusion to inclusion: Collaborative work contributions to more inclusive learning settings. European Journal of Psychology of Education, 21(3), 333-346. http://dx.doi.org/10.1007/BF03173420.

Daiute, C. (1986). Physical and cognitive factors in revising: Insights from studies with computers. Research in the Teaching of English, 20(2), 141-159.

Dewey, J. (1938). Experience and education. New York, NY: Simon & Schuster.

Galegher, J., & Kraut, R. E. (1994). Computer-mediated communication for intellectual teamwork: An experiment in group writing. Information Systems Research, 5(2), 110-138. http://dx.doi.org/10.1287/isre.5.2.110.

Halliday, M. A.K. (1985). Spoken and written language (2nd ed.). Oxford, UK: Oxford University Press.

Hirvela, A. (1999). Collaborative writing instruction and communities of readers and writers. TESOL Journal, 8(2), 7-12.

Lewin, B. A., Fine, J., & Young, L. (2001). Expository discourse: A genre-based approach to social research text. New York, NY: Continuum.

Norton, B. (1997). Language, identity, and the ownership of English. TESOL Quarterly, 31(3), 409-429. http://dx.doi.org/10.2307/3587831.

Oshima, A., & Hogue, A. (1999). Writing academic English. New York, NY: Longman.

Oxford, R. L. (1997). Cooperative learning, collaborative learning, and interaction: Three communicative strands in the language classroom. The Modern Language Journal, 81(4), 443-456. http://dx.doi.org/10.1111/j.1540-4781.1997.tb05510.x.

Patton, M. Q. (1990). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage.

Saldaña, J. (2011). Fundamentals of qualitative research: Understanding qualitative research. Oxford, UK: Oxford University Press.

Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14(3), 153-173. http://dx.doi.org/10.1016/j.jslw.2005.05.002.

Thacher, D. (2006). The normative case study. American Journal of Sociology, 111(6), 1631-1676. http://dx.doi.org/10.1086/499913.

Toohey, K. (1998). “Breaking them up, taking them away”: ESL students in grade 1. TESOL Quarterly, 32(1), 61-84. http://dx.doi.org/10.2307/3587902.

Vygotsky, L. S. (1978). Mind in Society: The development of higher psychological process. London, UK: Harvard University Press.

Weedon, C. (1987). Feminist practice and poststructuralist theory. London, UK: Blackwell.

Wolsey, T. D., Lapp, D., & Fisher, D. (2012). Students’ and teachers’ perceptions: An inquiry into academic writing. Journal of Adolescent & Adult Literacy, 55(8), 714-724. http://dx.doi.org/10.1002/JAAL.00086.

Yate González, Y. Y., Saenz, L. F., Bermeo, J. A., & Castañeda Chaves, A. F. (2013). The role of collaborative work in the development of elementary students’ writing skills. PROFILE Issues in Teachers Professional Development, 15(1), 11-25.

Zúñiga, G., & Macías, D. F. (2006). Refining students’ academic writing skills in an undergraduate foreign language teaching program. Íkala, Revista de Lenguaje y Cultura, 11(17), 311-336.




DOI: http://dx.doi.org/10.19183/how.23.2.267

Refbacks

  • There are currently no refbacks.


ASOCOPI is a TESOL affiliate and a member of IATEFL
Please send all correspondence to the HOW journal:
Carrera 27 A # 53 – 06 Of. 405, Bogotá, Colombia.
Phone/Fax: 57(1) 2115018
E-mail: how.journal.colombia@gmail.com
ISSN 0120-5927