Collaborative Work and Language Learners’ Identities When Editing Academic Texts

Main Article Content

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.

 

Article Details

How to Cite
Caviedes, L., Meza, A., & Rodríguez, I. (2016). Collaborative Work and Language Learners’ Identities When Editing Academic Texts. HOW Journal, 23(2), 58-74. https://doi.org/10.19183/how.23.2.267
Section
Research Reports
Author Biographies

Lorena Caviedes, UNIVERSIDAD EL BOSQUE

Lorena Caviedes is a teacher at Universidad El Bosque, Colombia. She holds an MA in applied linguistics to the TEFL from Universidad Distrital Francisco José de Caldas, Colombia. Her research interests include discourses, identities, and collaborative work inside EFL classrooms.

Angélica Meza, Universidad El Bosque

Angélica Meza is a teacher at Universidad El Bosque, Colombia. She holds an MA in education from Pontificia Universidad Javeriana, Colombia. Her current research interests include ELT methodology, curriculum design, and collaborative work in the EFL classroom.

Ingrid Rodríguez, Universidad El Bosque

Ingrid Rodríguez is a teacher at Universidad El Bosque, Colombia. She holds an MA in applied linguistics from Universidad Distrital Francisco José de Caldas, Colombia. Her research interests include collaborative work and teachers’ and students’ beliefs and reflections.

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