Collaborative writing in mixed classes: What do heritage and second language learners think?

Abstract

This study investigates heritage language (HL) and second language (L2) learners' attitudes and perceptions of their mixed HL–L2 interactions. As part of the activities of a 10‐week course, eight Spanish HL learners and 10 L2 learners worked in mixed dyads to complete a series of collaborative writing tasks designed to leverage their complementary strengths and weaknesses. A beginning‐of‐quarter and an end‐of‐quarter questionnaire were administered. Learners' responses revealed that HL and L2 learners alike had a highly positive experience that changed their initial reluctance toward collaborative writing. Most learners noticed language gains and an improvement in their writing skills. Yet both HL and L2 participants agreed that L2 learners, who were generally perceived as less proficient, benefited more. HL learners also reported affective benefits from their role as linguistic and cultural experts. Although some challenges were noticed, overall, findings support the use of collaborative writing tasks in mixed classes.

Vietnamese university EFL teachers’ and students’ beliefs and teachers’ practices regarding classroom assessment

“…Also, students may learn more from actively participating in the assessment process (Berggren, 2019). The benefits of working as assessors and being assessed may outweigh those of solely having works assessed by others (Fernández, 2020). In learner-centered pedagogy, diagnostic assessment can be used by teachers to understand learners and learning.…”

An Investigation of Undergraduate L2 Writers’ Motivational Writing Regulation Strategies in Relation to Collaborative Learning Beliefs

“…Several research studies on learners' perceptions of collaborative writing tasks in language classes have indicated that learners usually believe collaborative writing activities are helpful, with a variety of advantages. These include increasing consciousness and writing skills; enabling good written and verbal communication through a method of concept mapping, realigning linguistic features, getting instant feedback; as well as providing more chances to interact with other classmates, presumably reducing writing anxiety (Fernandez Dobao, 2020). While students have generally positive opinions of collaborative writing, they have voiced certain reservations about participation in collaborative writing activities.…”

Collaborative writing in L2 classrooms: A research agenda

“…Previous studies have examined grouping strategies in terms of group size (e.g., Fernández Dobao, 2012) and group composition, involving language proficiency (e.g., Leeser, 2004; Watanabe & Swain, 2007) and heritage background (i.e., Fernández Dobao, 2020). Fernández Dobao (2012), in addition to comparing CW and individual writing, examined the effect of group size (i.e., four members vs. pairs) on L2 learners’ collaborative dialogues and writing products.…”

“…One step further would be to investigate the effect of grouping based on L1 or cultural backgrounds. As a starting point, Fernández Dobao (2020) grouped her Spanish learners based on cultural backgrounds, namely heritage learners (HL)-L2 learners, HL-HL, and L2-L2, and reported that both HL and L2 Spanish learners had very positive perceptions of CW within mixed pairs. Future research can continue to explore the effects of such a cultural grouping (involving heritage and L2 learners) on peer interactions and writing products.…”