Individual and Collaborative Writing: Learner Languaging While Composing
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The present study explored the processes of individual writing (IW) and collaborative writing (CW) by comparing languaging learners produced during composition. Language Related Episodes (LREs), Scaffolding Episodes (SEs), and interviews were used as a means of comparing the two processes. A total of 20 students enrolled at a university in Korea participated in the study. They attended six 30-minute writing sessions (three for IW and three for CW). While they were writing individually and in pairs, they were asked to verbalize their thoughts in mind (i.e., languaging). Their languaging was analyzed according to the categories of LREs and SEs. After the six writing sessions, a semi-structured interview session was conducted to examine the learners’ perceptions of languaging processes during CW and IW. The analyses of LREs, SEs, and interviews showed that when they were in the CW condition, they not only generated more LREs but also resolved the language problems more successfully. In addition, while they used various types of scaffolding strategies in CW, they tended to rely on a limited number of strategies in IW. They felt more comfortable in languaging during CW; however, they also expressed their concerns about responding to their peers‘ ideas and suggesting their own.
Abstract
The present study explored the processes of individual writing (IW) and collaborative writing (CW) by comparing languaging learners produced during composition. Language Related Episodes (LREs), Scaffolding Episodes (SEs), and interviews were used as a means of comparing the two processes. A total of 20 students enrolled at a university in Korea participated in the study. They attended six 30-minute writing sessions (three for IW and three for CW). While they were writing individually and in pairs, they were asked to verbalize their thoughts in mind (i.e., languaging). Their languaging was analyzed according to the categories of LREs and SEs. After the six writing sessions, a semi-structured interview session was conducted to examine the learners’ perceptions of languaging processes during CW and IW. The analyses of LREs, SEs, and interviews showed that when they were in the CW condition, they not only generated more LREs but also resolved the language problems more successfully. In addition, while they used various types of scaffolding strategies in CW, they tended to rely on a limited number of strategies in IW. They felt more comfortable in languaging during CW; however, they also expressed their concerns about responding to their peers‘ ideas and suggesting their own.
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