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The effect of process-oriented writing on text quality and students’ attitudes towards writing in a third language
Linnaeus University, Faculty of Arts and Humanities, Department of Languages. Linnaeus University, Linnaeus Knowledge Environments, Education in Change. (EdLing)ORCID iD: 0000-0002-8321-6119
University of Gothenburg, Sweden.
2021 (English)In: 13th International Conference "Innovation in Language Learning": Florence, Italy, November 11-12, 2021, conference proceedings / [ed] Pixel, Florens: Filodiritto Proceedings , 2021, p. 260-266Conference paper, Published paper (Refereed)
Abstract [en]

Swedish students’ proficiency in written production in a third language has proven to be insufficient (European Commission 2012). Despite its potential for language learning (e.g., Manchón 2011), writing tends to be a neglected skill in foreign language classrooms. Students are given few opportunities to produce texts (Knospe 2017). Therefore, students often feel insecure and lack strategies for text production in their third language. There are few in-depth studies of students’ ability to reflect on and process their texts. In this study, we focus on process-oriented writing, by addressing the following questions: What impact does work with written production have on students’ attitudes to text production? What effect does direct corrective feedback from fellow students have on writing accuracy? (e.g., Ekanayaka & Ellis 2020). To answer these questions, texts from 20 Swedish learners of German in upper secondary school (level A2-B1) were analyzed. The learners were working with process-oriented writing for three months, i.e., texts were revised after group feedback. They were also asked to fill in a questionnaire on background information and attitudes to the work with process-oriented writing. Our study contributes with information on writing practices in the foreign language classroom and the effect direct corrective feedback from fellow students has on writing accuracy. Contrary to results in earlier studies and our expectations, our study shows that the group feedback the students received on their texts only had a minor influence on their writing accuracy. Finally, we contribute with implications concerning research design and teaching practices, focusing on task design in writing activities in the language classroom.

Place, publisher, year, edition, pages
Florens: Filodiritto Proceedings , 2021. p. 260-266
Keywords [en]
foreign languages, peer feedback, written production, L3 German, process-oriented writing
National Category
Specific Languages
Research subject
Humanities, German
Identifiers
URN: urn:nbn:se:lnu:diva-110577DOI: 10.26352/FY11_2384-9509OAI: oai:DiVA.org:lnu-110577DiVA, id: diva2:1639921
Conference
13th International Conference "Innovation in Language Learning", Florence, Italy, November 11-12, 2021
Available from: 2022-02-22 Created: 2022-02-22 Last updated: 2023-03-15Bibliographically approved

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Rosén, Christina

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf