Collaborative writing in the EFL classroom: The effects of L1 and L2 use
Abstract
Previous research has demonstrated that collaborative writing (CW) tasks are useful instructional activities as they increase the learning opportunities in language classrooms (Li & Zhu, 2017). However, when implementing CW tasks, language teachers in contexts where learners share an L1 are faced with a question—should learners interact with peers in the L1 or the L2? Existing research has focused on analyzing the functions of L1 interaction in...
Paper Details
Title
Collaborative writing in the EFL classroom: The effects of L1 and L2 use
Published Date
Aug 1, 2018
Journal
Volume
76
Pages
1 - 12
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