A Comparison between Collaborative and Individual Writings in Promoting Motivation and Language Acquisition
Abstract
1. Introduction
2. Rationale and Objectives of the Study
3. Methodology
3.1. Research Design
3.2. Participants
3.3. Instrument
3.4. Dimensions of the Study
- Feedback: Analyze equity, utility, and students´ acceptance of the applied educational method.
- Motivation: Identify self-efficacy and the scale of values in the development of tasks.
- Collaboration: Determine the levels of collaboration developed and applied between students themselves.
- Course satisfaction: Learn about students´ satisfaction towards the development of the educational experience.
- Ratings: Identify the self-evaluation which students provide themselves in the development of the teaching and learning process.
- Teacher-ratings: Establish the qualifications acquired by students based on teacher annotations.
3.5. Methodological Procedure
3.6. Data Analysis
4. Results
5. Discussion
6. Conclusions
Author Contributions
Funding
Conflicts of Interest
Appendix A
Variable | Ítem | Selección | ||||
---|---|---|---|---|---|---|
Género | Género | Hombre Mujer | ||||
Edad | Edad | 17 años | ||||
18 años | ||||||
19 años | ||||||
20 años | ||||||
Contexto | ¿Cuál es tu nivel socioeconómico | Bajo | ||||
Medio | ||||||
Alto | ||||||
Dimensión | Variable | 1 | 2 | 3 | 4 | 5 |
Retroalimentación | Estoy satisfecho con la respuesta recibida por los compañeros | |||||
Considero que la retroalimentación recibida es justa | ||||||
Considero que la retroalimentación recibida está justificada | ||||||
Considero que la información recibida es útil | ||||||
Considero que la retroalimentación recibida es útil | ||||||
La retroalimentación recibida me ayudará en mi proceso formativo | ||||||
Acepto la respuesta recibida | ||||||
Discuto la respuesta recibida | ||||||
No acepto la retroalimentación recibida | ||||||
Motivación | Estoy seguro de que puedo aprender bien las habilidades que se enseñan en la clase en relación a la escritura. | |||||
Puedo trabajar los contenidos más difíciles de escritura si lo intento | ||||||
Puedo hacer casi todos los contenidos relacionados con la escritura si no me rindo | ||||||
Si tengo suficiente tiempo, puedo hacer un buen trabajo en mi clase | ||||||
Aunque los contenidos de escrita sean difíciles, puedo aprenderlo | ||||||
Considero que aprender a escribir es importante | ||||||
Encuentro interesante la escritura | ||||||
Aprendo que la escritura es útil | ||||||
Comparado con otros contenidos, la escritura es útil | ||||||
Colaboración | Mis compañeros y yo trabajamos activamente juntos para completar las tareas relacionadas con contenidos de escritura | |||||
Los miembros de mi grupo y yo trabajamos activamente juntos para ayudarnos a entender los contenidos de escritura | ||||||
Recibo comentarios útiles sobre mi parte del trabajo de otros miembros del grupo | ||||||
Mis compañeros y yo trabajamos juntos activamente para aprender nuevas cosas sobre los contenidos de escritura | ||||||
Mis compañeros y yo compartimos activamente ideas sobre los contenidos de escritura | ||||||
Satisfacción del curso | Sentí que había logrado los elementos curriculares de este curso | |||||
Me gustó el formato del curso | ||||||
Recomendaría este método de enseñanza a otros | ||||||
0–2 | 3–4 | 5–6 | 7–8 | 9–10 | ||
Autoevaluación | ¿Cuál es tu nota media en general? | |||||
¿Cuál es su promedio general en la asignatura de Lengua Extranjera (inglés)? | ||||||
¿Cuál ha sido la calificación que ha obtenido en la asignatura de Lengua Extranjera (inglés) después del desarrollo de la experiencia? | ||||||
Calificación docente | Calificación del docente en la materia de Lengua Extranjera (inglés) |
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Group | n | Composition | Pretest | Treatment | Posttest |
---|---|---|---|---|---|
1. Control | 32 | Natural | - | X | O1 |
2. Experimental | 35 | Natural | - | X | O2 |
Likert Scale n (%) | Parameters | |||||||||
---|---|---|---|---|---|---|---|---|---|---|
DIM | 1 | 2 | 3 | 4 | 5 | M | SD | Skw | Kme | |
CG | FBA | 11 (34.4) | 9 (28.1) | 5 (15.6) | 5 (15.6) | 2 (6.2) | 2.31 | 1.28 | 0.64 | −0.71 |
MOT | 12 (37.5) | 7 (21.9) | 7 (21.9) | 5 (15.6) | 1 (3.1) | 2.25 | 1.21 | 0.51 | −0.91 | |
COL | 14 (43.8) | 8 (25) | 4 (12.5) | 3 (9.4) | 3 (9.4) | 2.16 | 1.34 | 0.96 | −0.24 | |
SAT | 12 (37.5) | 9 (28.1) | 6 (18.8) | 3 (9.4) | 2 (6.2) | 2.19 | 1.23 | 0.84 | −0.16 | |
RAT a | 8 (25) | 9 (28.1) | 7 (21.9) | 5 (15.6) | 3 (9.4) | 2.56 | 1.29 | 0.42 | −0.85 | |
TER a | 7 (21.9) | 10 (31.2) | 6 (18.8) | 5 (15.6) | 4 (12.5) | 2.66 | 1.33 | 0.42 | −0.94 | |
EG | FBA | 3 (8.6) | 6 (17.1) | 9 (25.7) | 8 (22.9) | 9 (25.7) | 3.40 | 1.28 | −0.29 | −0.95 |
MOT | 2 (5.7) | 6 (17.1) | 11 (31.4) | 6 (17.1) | 10 (28.6) | 3.46 | 1.24 | −0.18 | −0.98 | |
COL | 3 (8.6) | 4 (11.4) | 10 (28.6) | 5 (14.3) | 13 (37.1) | 3.60 | 1.33 | −0.46 | −0.89 | |
SAT | 4 (11.4) | 4 (11.4) | 12 (34.3) | 4 (11.4) | 11 (31.4) | 3.40 | 1.35 | −0.26 | −0.98 | |
RAT a | 5 (14.3) | 4 (11.4) | 9 (25.7) | 11 (31.4) | 6 (17.1) | 3.26 | 1.29 | −0.42 | −0.77 | |
TER a | 4 (11.4) | 6 (17.1) | 9 (25.7) | 9 (25.7) | 7 (20) | 3.26 | 1.29 | −0.25 | −0.93 |
Dimensions | µ(X1 − X2) | tn1 + n2 − 2 | df | d | rxy |
---|---|---|---|---|---|
Feedback | −1.088 (2.31 − 3.40) | –3.461 ** | 65 | 0.047 | 0.394 |
Motivation | −1.207 (2.25 − 3.46) | –4.006 ** | 65 | 0.084 | 0.445 |
Collaborative | −1.444 (2.16 − 3.60) | –4.407 ** | 65 | 0.069 | 0.480 |
Satisfaction | −1.213 (2.19 − 3.40) | –3.823 ** | 65 | 0.030 | 0.428 |
Ratings a | −0.695 (2.56 − 3.26) | –2.198 * | 65 | −0.019 | 0.263 |
Teacher-ratings a | −0.601 (2.66 − 3.26) | n.s. | - | - | - |
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Martín, J.L.O.; Hameleers, I.B.; Trujillo-Torres, J.-M.; Moreno-Guerrero, A.-J. A Comparison between Collaborative and Individual Writings in Promoting Motivation and Language Acquisition. Sustainability 2020, 12, 7959. https://doi.org/10.3390/su12197959
Martín JLO, Hameleers IB, Trujillo-Torres J-M, Moreno-Guerrero A-J. A Comparison between Collaborative and Individual Writings in Promoting Motivation and Language Acquisition. Sustainability. 2020; 12(19):7959. https://doi.org/10.3390/su12197959
Chicago/Turabian StyleMartín, José Luis Ortega, Imke B. Hameleers, Juan-Manuel Trujillo-Torres, and Antonio-José Moreno-Guerrero. 2020. "A Comparison between Collaborative and Individual Writings in Promoting Motivation and Language Acquisition" Sustainability 12, no. 19: 7959. https://doi.org/10.3390/su12197959
APA StyleMartín, J. L. O., Hameleers, I. B., Trujillo-Torres, J.-M., & Moreno-Guerrero, A.-J. (2020). A Comparison between Collaborative and Individual Writings in Promoting Motivation and Language Acquisition. Sustainability, 12(19), 7959. https://doi.org/10.3390/su12197959