Effects of proficiency and collaborative work on child EFL individual dictogloss writing

Abstract Collaborative writing has been traditionally studied in terms of language-related episodes (LREs), which have shown to be influenced by learner proficiency. Yet, the impact collaboration on written product received less attention, especially regarding child EFL learners. Our study analyzes individual reconstructions produced 30 Spanish-Basque children (aged 11–12) before and after (T1 T3) they completed a collaborative dictogloss (T2). From analysis their LREs at T2, we predicted that certain areas (grammar mechanics) could reflect more changes T3 than others. Moreover, wanted determine whether those were moderated learners’ partners’ proficiency T2: low (LP) or high (HP). Text-based rubric measurements showed only grammatical complexity improved children’s from T1 T3. Regarding proficiency, LP performed significantly worse HP counterparts most dimensions. Partner accuracy, unexpectedly, working with an partner did not appear detrimental effect. findings stress need carry out longitudinal studies further role L2 knowledge development.