ERIC EJ1116517: Effect of Alignment on Text pdf

ERIC EJ1116517: Effect of Alignment on Text

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A continuation task provides learners with a text with its ending removed and requires them to complete it through writing in a most coherent and logical way. The current study investigated (a) whether the continuation task had a positive effect on text cohesion and (b) whether texts produced by pairs exhibited higher cohesion than those produced by individual learners. A total of 80 college students were randomly assigned to one of three task conditions: 1) 40 students working in pairs in a continuation task; 2) 20 working individually in a continuation task; and 3) 20 working individually in a picture writing task. Text cohesion was analyzed by using three indices from Coh-metrix: Argument Overlap, Latent Semantic Analysis, and Causal Cohesion. Moreover, the collaborative dialogue and think-aloud protocols were collected and transcribed for identifying language-related episodes (LREs). The results showed that learners in Condition 1 produced the highest text cohesion while those in Conditions 3 the lowest.

Furthermore, learners in Condition 1 produced more cohesion-related LREs, especially proportionally more correctly resolved LREs than those in Conditions 2 and 3. The implications of these findings from the perspective of alignment are discussed

• Creator/s: ERIC
• Date: 2016
• Year: 2016
• Book Topics/Themes: ERIC Archive, Connected Discourse, Second Language Learning, Second Language Instruction, Collaborative Writing, Pretests Posttests, College Students, Syntax, Semantics, Protocol Analysis, English (Second Language), Writing Skills, College English, Foreign Countries, Alignment (Education), Comparative Analysis, Writing Processes, Jiang, Lin|Xu, Xin

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