Intra-individual Writing Progression Patterns of Maximal Variation Learners Writing in Different Modes

Applying dynamic systems theory (Thelen & Smith, ۱۹۹۴) and sociocultural theory (Vygotsky, ۱۹۷۸) as the frameworks of the study, the present study used a time-series design to track the intra-individual writing development of EFL learners. Forty writing samples were collected from one low-achieving individual and one high-achieving individual who wrote tasks individually and one low-achieving pair and one high-achieving pair who wrote tasks in collaboration over one semester. More specifically, each of the groups wrote on ten tasks over time. The data were coded for complexity (two measures), accuracy (two measures), and fluency (three measures; CAF) features. Following Norris and Ortega (۲۰۰۹), to offer a more comprehensive and detailed picture of the data, each of the CAF features was estimated through more than one indicator. The data showed progressions and regressions in the developmental process of both learners writing independently and those collaborating in writing over time. In addition, even the high-proficiency individual and pair experienced moments of regression in terms of CAF features. Furthermore, it was shown that learners engaging in collaborative writing produced more accurate texts than those engaging in individual writing tasks.

کلیدواژه ها:

complexity ، Accuracy ، fluency