Collaborative writing in Arabic as a second language (ASL) classrooms: A mixed-method study
Abstract
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...
Paper Details
Title
Collaborative writing in Arabic as a second language (ASL) classrooms: A mixed-method study
Published Date
Oct 4, 2018
Volume
32
Issue
2
Pages
157 - 172
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