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Collaborative writing in Arabic as a second language (ASL) classrooms A mixed-method study

Collaborative writing in Arabic as a second language (ASL) classrooms A mixed-method study

 Alwaleedi, Mohammed Ali
 2019
 p.157-172 English
Learning MethodNghiên cứu định lượngCollaborative writingTiếng Ả RậpPhương pháp nghiên cứu hỗn hợpArabic as a second language (ASL) contextsMixed-method researchViết hỗn hợp
Tác giả CN Alwaleedi, Mohammed Ali
Nhan đề Collaborative writing in Arabic as a second language (ASL) classrooms: A mixed-method study / Mohammed Ali Alwaleedi,Robyn M. Gillies, M. Obaidul Hamid
Thông tin xuất bản 2019
Mô tả vật lý p.157-172
Tóm tắt The study reported in this article investigated the processes and the effects of collaborative writing on 64 students’ writing skills in two Arabic as a second language (ASL) teachers’ classrooms. The authors employed a mixed methods approach that integrated a qualitative case study and a quasi-experimental design. The data collected included classroom observations and audiotapes of verbal interactions. Pre- and post-test scores of students in collaborative (experimental) writing groups and in traditional (control) groups were compared. The findings indicated variations in interaction patterns during collaborative writing activities in both groups. The findings also suggest that there was a statistically significant difference between the scores of the experimental and the control groups which may be attributed to the collaborative writing intervention.
Thuật ngữ chủ đề Learning Method-Collaborative writing
Từ khóa tự do Nghiên cứu định lượng
Từ khóa tự do Collaborative writing
Từ khóa tự do Tiếng Ả Rập
Từ khóa tự do Phương pháp nghiên cứu hỗn hợp
Từ khóa tự do Arabic as a second language (ASL) contexts
Từ khóa tự do Mixed-method research
Từ khóa tự do Viết hỗn hợp
Nguồn trích Language, Culture and Curriculum- Volume 32, No 2/2019
MARC
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245[1 0] |a Collaborative writing in Arabic as a second language (ASL) classrooms: A mixed-method study / |c Mohammed Ali Alwaleedi,Robyn M. Gillies, M. Obaidul Hamid
260[ ] |c 2019
300[1 0] |a p.157-172
520[ ] |a The study reported in this article investigated the processes and the effects of collaborative writing on 64 students’ writing skills in two Arabic as a second language (ASL) teachers’ classrooms. The authors employed a mixed methods approach that integrated a qualitative case study and a quasi-experimental design. The data collected included classroom observations and audiotapes of verbal interactions. Pre- and post-test scores of students in collaborative (experimental) writing groups and in traditional (control) groups were compared. The findings indicated variations in interaction patterns during collaborative writing activities in both groups. The findings also suggest that there was a statistically significant difference between the scores of the experimental and the control groups which may be attributed to the collaborative writing intervention.
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653[0 ] |a Tiếng Ả Rập
653[0 ] |a Phương pháp nghiên cứu hỗn hợp
653[0 ] |a Arabic as a second language (ASL) contexts
653[0 ] |a Mixed-method research
653[0 ] |a Viết hỗn hợp
773[0 ] |t Language, Culture and Curriculum |g Volume 32, No 2/2019
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