TY - JOUR
T1 - Effects of collaborative writing and peer feedback on Spanish as a foreign language writing performance
AU - Bueno-Alastuey, Mª Camino
AU - Vasseur, Raychel
AU - Elola, Idoia
N1 - Funding Information:
The first author would like to thank the Public University of Navarre for providing financial support to carry out this study and to publish it open access, Texas Tech University for hosting her and providing the facilities and means to do the experiment. The three authors would like to thank Chris Vasquez‐Wright, PhD, the director of the language lab, and research center at Texas Tech University for his help with the collection and storage of data, Izaskun Villarreal, PhD, for her valuable comments on previous versions of this article, and the reviewers for their useful feedback to improve the article.
Publisher Copyright:
© 2022 The Authors. Foreign Language Annals published by Wiley Periodicals LLC on behalf of ACTFL.
PY - 2022/6/1
Y1 - 2022/6/1
N2 - This study explores the effect of collaborative writing (CW) and peer feedback (PF) practices on subsequent individual writing assignments. Two groups of university students in a Spanish as a foreign language course experienced both CW and PF (Group 1 CW then PF; Group 2 PF then CW), and pre and posttests were analyzed for syntactic complexity, lexical diversity, accuracy, and fluency, as well as for overall quality using an analytic scale. Results suggest both treatments produced improvements, although PF was more beneficial for syntactic complexity, fluency, and overall quality, while CW led to more accurate texts. The order of treatments also affected scores: PF followed by CW produced better results in overall quality and fluency, while CW followed by PF was more beneficial for syntactic complexity and accuracy. Based on the results, pedagogical implications and recommendations, as well as limitations and suggestions for future research, are provided.
AB - This study explores the effect of collaborative writing (CW) and peer feedback (PF) practices on subsequent individual writing assignments. Two groups of university students in a Spanish as a foreign language course experienced both CW and PF (Group 1 CW then PF; Group 2 PF then CW), and pre and posttests were analyzed for syntactic complexity, lexical diversity, accuracy, and fluency, as well as for overall quality using an analytic scale. Results suggest both treatments produced improvements, although PF was more beneficial for syntactic complexity, fluency, and overall quality, while CW led to more accurate texts. The order of treatments also affected scores: PF followed by CW produced better results in overall quality and fluency, while CW followed by PF was more beneficial for syntactic complexity and accuracy. Based on the results, pedagogical implications and recommendations, as well as limitations and suggestions for future research, are provided.
KW - CAF measures
KW - analytic scale
KW - collaborative writing
KW - holistic assessment
KW - peer feedback
KW - writing in Spanish as a foreign language
UR - http://www.scopus.com/inward/record.url?scp=85126888413&partnerID=8YFLogxK
U2 - 10.1111/flan.12611
DO - 10.1111/flan.12611
M3 - Article
AN - SCOPUS:85126888413
SN - 0015-718X
VL - 55
SP - 517
EP - 539
JO - Foreign Language Annals
JF - Foreign Language Annals
IS - 2
ER -