Effets d'une séquence d'écriture collaborative sur l'apprentissage du lexique au 3e cycle du primaire

Authors

  • Maude Roy-Vallières Université du Québec à Montréal
  • Anila Fejzo

DOI:

https://doi.org/10.37213/cjal.2022.29682

Abstract

This study examined the effects of a collaborative writing sequence on vocabulary learning among French elementary school students. Two sixth grade groups participated in this quasi-experimental study. Each group completed two preparation sessions and three writing sessions preceded by the explicit teaching of five target words. Participants in the experimental group wrote in teams of four while those in the control group wrote individually. Participants’ target word knowledge was measured prior to and upon completion of the intervention. Results of an ANOVA analysis of variance revealed no significant difference between the two groups on target word knowledge following intervention. Our findings suggest that collaborative writing and individual writing both lead to similar acquisition of vocabulary. Strategies for promoting vocabulary acquisition in the classroom are discussed.

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Published

2022-03-07

How to Cite

Roy-Vallières, M., & Fejzo, A. (2022). Effets d’une séquence d’écriture collaborative sur l’apprentissage du lexique au 3e cycle du primaire. Canadian Journal of Applied Linguistics, 25(1), 110–126. https://doi.org/10.37213/cjal.2022.29682

Issue

Vol. 25 No. 1 (2022)

Section

Articles

License

Copyright (c) 2022 Maude Roy-Vallières, Anila Fejzo

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