DOI:
https://doi.org/10.14483/udistrital.jour.calj.2013.2.a02Published:
2013-07-01Issue:
Vol 15, No 2 (2013) July-DecemberSection:
Research ArticlesWriting skill enhancement when creating narrative texts through the use of collaborative writing and the Storybird Web 2.0 tool*
Mejoras en las habilidades escriturales a través del uso de escritura colaborativa y de Storybird 2.0 al crear textos narrativos
Keywords:
CALL, escritura colaborativa, Web 2.0, Storybird (es).Keywords:
CALL, Collaborative writing (CW), Web 2.0, Storybird (en).Abstract (en)
The purpose of this article is presenting how the use of Collaborative Writing (CW) through Storybird, a web 2.0 tool which promotes the creation of stories collaboratively, led two groups of learners to improve certain specific aspects of their writing skill. Both groups, the former one with fifteen students and the latter one with ten students, were about to complete a two-year general English course at Instituto de Lenguas de la Universidad Distrital (ILUD) in Bogotá, Colombia. Although their English language proficiency was expected to be at an upper-intermediate level (B2) according to the Common European Framework of Reference for languages (CEFR), their writing skill was below average. Two pedagogical interventions were performed at two diferent times, the first one from October to November 2010, and the second one from March to April 2011. Pre and posttests, focus groups, surveys and reflective journals were used and data was analyzed following coding procedures. The findings revealed that the CW supported with Storybird encouraged learners to create narrative texts and their positive attitude towards the production of stories increased. Moreover, an improvement in learners’ vocabulary and increased attempts to use complex language forms to write were noticeable.
Abstract (es)
El propósito de este artículo es presentar cómo el uso de la escritura colaborativa a través de Storybird, una herramienta web que promueve la creación de historias en equipo, llevó a dos grupos de estudiantes a mejorar aspectos específicos en su habilidad para escribir. Ambos grupos, el primero de quince estudiantes y el segundo de diez, se encontraban a punto de finalizar un curso de inglés general de dos años en el Instituto de Lenguas de la Universidad Distrital (ILUD) en Bogotá, Colombia. Aunque su nivel de suficiencia en el idioma inglés se esperaba que fuera de nivel intermedio alto (B2) de acuerdo al Marco Común Europeo de Referencia para lenguas, su habilidad para escribir se encontraba por debajo del promedio. Se realizaron dos intervenciones pedagógicas en dos periodos de tiempo diferentes, el primero de octubre a noviembre de 2010, y el segundo de marzo a abril de 2011. Los datos se recolectaron en pre y pos-tests, grupos focales, encuestas y diarios de reflexión, y luego se triangularon siguiendo procedimientos de codificación. Los resultados revelaron que la escritura colaborativa apoyada con Storybird motivó a los estudiantes a crear textos narrativos y su actitud positiva hacia la producción de historias aumentó. Por otra parte, se notó una mejora en el vocabulario de los estudiantes y sus intentos para utilizar formas de lengua más complejas aumentaron.
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