Young EFL Learners Collaboratively Writing a Dialogue During a Regular Classroom Lesson

A growing body of research has explored collaborative writing (CW) among young learners. Nevertheless, studies have mainly focused on tasks such as the dictogloss, which is rather uncommon in regular classroom teaching and neglected activities that are more common. In addition, language-related episodes (LREs) without considering other important including those involve teacher. Finally, only one study to what extent decisions made within LREs transfer into written product. With these gaps mind, present examined CW 12 pairs composed 10 11-year-old learners English a foreign language (EFL) who jointly wrote role-play. Drawing audio recordings pair work interactions documentary analysis students’ work, found addition LREs, students frequently engaged content-related activity-related with teacher’s involvement being limited. Despite presence, high proportion was resolved incorrectly or left unresolved. Nearly all correctly were also incorporated Students predominantly targeted by activity (lexical phrases) attended aspects minimally.