More LREs, Better Written Products: L2 Learning through Collaborative Dialogue = More LREs, Better Written Products: L2 Learning through Collaborative Dialogue

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the role of collaborative dialogues in second language learning as well as the effectiveness of collaborative writing in EFL classrooms for low proficiency learners. This article describes the products and processes of collaborative writing in small groups for six weeks. The participants were eight Korean technical high school students divided into two groups of four. The students’ written products were analyzed by means of fluency, accuracy and complexity. Results showed that the fluency and accuracy of the written texts by the two groups improved significantly. With regard to complexity, the number of T-units increased while that of dependent clauses did not. The learners’ collaborative dialogues during the writing process were examined in terms of language-related episodes (LREs). The amount of the learners’ LREs increased in both groups during the research period. When compared, the amount of LREs and the quality of the written product in each group was positively correlated. The linguistic knowledge that was built up through collective scaffolding was identified in the learners’ subsequent written products. The findings of the present study implicate that more EFL teachers need to consider collaborative writing as an essential part of L2 learning.