NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1162034
Record Type: Journal
Publication Date: 2015-Aug
Pages: 27
Abstractor: As Provided
ISSN: ISSN-0008-4506
A Collaborative Quiz as an Opportunity for Self- and Other-Correction: Another Look at L2 Errors
Ewald, Jennifer D.
Canadian Modern Language Review, v71 n3 p217-243 Aug 2015
Research has found that, during speaking activities, instances of students' collaborative repair are most often lexicon-focused. Collaborative writing tasks have been credited with the potential to force students to confront broad issues, such as content and register, along with more narrow lexical and morphological choices. The present study explores interactions among 20 learners in an intermediate, university level Spanish course, as they collaborated on a small group quiz. The study reports the frequency of students' error correction types, both self- and other-initiated, and analyzes the focus of their negotiations. Moreover, the investigation highlights this type of classroom assessment as an opportunity for learners to determine where linguistic difficulties lie and address them.
University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A