Collaborative writing in Arabic as a Second Language (ASL) classrooms : a mixed-method study
[Abstract] | |
النوع | مقال |
ردمد | 07908318 |
مصدر المعلومات | |
المؤلف | Alwaleedi, Mohammed Ali. School of Education, Faculty of Humanities and Social Sciences, The University of Queensland, St Lucia, QLD, Australia. |
المؤلف الاضافي |
Gillies, R. M. School of Education, Faculty of Humanities and Social Sciences, The University of Queensland, St Lucia, QLD, Australia.
Obaidul Hamid, M. School of Education, Faculty of Humanities and Social Sciences, The University of Queensland, St Lucia, QLA, Australia. |
الصفحات | pp. 157-172 |
ملاحظة عامة |
Peer reviewed
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المصدر | Language, Culture and Curriculum. Vol. 32, no. 2, 2019 |
الناشر |
Philadelphia: Taylor & Francis, Ltd.، 2019
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عنوان الناشر |
530 Walnut Street Suite 850. Philadelphia, PA 19106. United States. Taylor & Francis, Ltd. T: 0018003541420 T: 0012156258900. F: 0012152070050. http://www.tandf.co.uk/journals.
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ERIC رقم الوثيقة في | EJ1215658 |
الواصفات | Second language instruction - Intervention - Writing instruction - Audiovisual aids - Writing skills - Case studies - Comparative analysis - Male - Group dynamics - University preparation - Cooperative learning - Brainstorming - Saudi Arabia |
لغة الوثيقة | الانكليزية |
البلد | الولايات المتحدة |
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. (As Provided)
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Alwaleedi, Mohammed Ali. (2019). Collaborative writing in Arabic as a Second Language (ASL) classrooms : a mixed-method study. Language, Culture and Curriculum. Vol. 32, no. 2, 2019. pp. 157-172 تم استرجاعه من search.shamaa.org . |