Collaborative English Language Learning
Some Reflections From Interactions Between Pairs
Bibliographic Data
| ID | 16919002 |
|---|---|
| Authors | Laryssa Paulino De Queiroz Sousa (0000-0001-6790-5611, Universidade Federal de Goiás), Fernanda Franco Tiraboschi (0000-0002-3812-7918, Universidade Federal de Goiás), Neuda Alves Do Lago (0000-0003-0887-9083, Universidade Federal de Goiás, corresponding author), Francisco José Quaresmade Figueiredo (0000-0002-5936-1578, Universidade Federal de Goiás), Francisco José Quaresma De Figueiredo |
| Year | 2019 |
| Volume | 58 |
| Issue | 1 |
| Pages | 259-286 |
| Publication date | 2019-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Trabalhos em Linguística Aplicada (JOURNAL) |
| Journal identifiers | ISSN: 0103-1813 • E-ISSN: 2175-764X |
| Publisher | FapUNIFESP (SciELO) (PUBLISHER) |
| DOI | 10.1590/010318138653439430941 |
| OpenAlex | W2943262839 |
| SCIELO_PID | S0103-18132019000100259 |
| Language | EN |
| Citations received | 4 |
| References cited | 14 |
The focus of this study is on the interactions five pairs of students had in order to carry out a collaborative writing activity. The research was conducted in a language school of Goiânia, in Goiás, Brazil, with ten EFL/ESL students, in 2015. The objectives of this investigation are: a) to observe and discuss the elements that stand out during the students' interactions; and b) to investigate these learners' perceptions of the experience. This study is grounded on sociocultural theory (DONATO, 1994; HALL, 2001; VYGOTSKY, 1978) and collaborative language learning (FIGUEIREDO, 2005, 2006, 2008, 2015; OXFORD, 1997). The theoretical assumptions that guide this research consider interaction and collaboration as essential elements for language learning development. This is a qualitative case study (GODOY, 2006; TELLES, 2002), and the sources used to generate the data are questionnaires, audio recordings of the students' interactions and semi-structured interviews. The elements that stand out in this investigation are related to the potentialities of dialogic interactions, which foster scaffolding, mutual support, and the promotion of learners' autonomy. In addition, the learners highlight some positive aspects they could perceive from the experience, such as each other's help and the possibility to access more ideas; as negative aspects, they point out disagreements and conflicts they had to handle during the interactions
Autonomy · Collaborative learning · Dialogic · Grounded theory · Language acquisition · Mathematics education · Pedagogy · Perception · Promotion (chess) · Qualitative research · Sociocultural evolution · Sociology · Zone of proximal development · EFL/ESL Teaching and Learning · Linguistics and Education Research · Psychology · Second Language Learning and Teaching
Practices of an English language classroom from a postmethod perspective
The Effectiveness of Collaborative Teaching and Learning and Engaging Students as Partners on English Language Teaching in Saudi Arabia
Enhancing Form–Meaning Connections in the Language Teaching of Children with Developmental Language Disorder
Critical-Collaborative Language Education Through English
Reflective Teaching in Second Language Classrooms
Collaborative writing tasks in the L2 classroom
Collaborative writing
Negative Feedback as Regulation and Second Language Learning in the Zone of Proximal Development
The Significance of Learner's Errors
The Role of Tutoring in Problem Solving
É pesquisa, é? Ah, não quero, não, bem!” Sobre pesquisa acadêmica e sua relação com a prática do professor de línguas
Principles and Practices for Teaching English as an International Language
Ila - Ilf - Ile - Ilg
Going beyond the Native Speaker in Language Teaching
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,67 |
| Citation span | 2020 - 2025 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |