Child learners’ reflections about EFL grammar in a collaborative writing task: when form is not at odds with communication

Collaborative writing tasks have been claimed to offer language learning opportunities because they implicitly draw learners’ attention to form. Nevertheless, their efficacy has been claimed to be moderated by proficiency, as low proficiency learners tend to override form over meaning. These claims, however, are mostly based on adult learners and little work has been carried out with child low proficiency learners. The present study analyzes the...