{"data":{"id":"10.6084/m9.figshare.7187084.v1","type":"dois","attributes":{"doi":"10.6084/m9.figshare.7187084.v1","prefix":"10.6084","suffix":"m9.figshare.7187084.v1","identifiers":[],"alternateIdentifiers":[],"creators":[{"name":"Concário, Marcelo","nameType":"Personal","givenName":"Marcelo","familyName":"Concário","affiliation":[],"nameIdentifiers":[]}],"titles":[{"title":"Attempts at raising awareness of language and learning through collaborative writing in college"}],"publisher":"SciELO journals","container":{},"publicationYear":2018,"subjects":[{"subject":"Linguistics"},{"subject":"FOS: Languages and literature","schemeUri":"http://www.oecd.org/science/inno/38235147.pdf","subjectScheme":"Fields of Science and Technology (FOS)"},{"subject":"FOS: Languages and literature","subjectScheme":"Fields of Science and Technology (FOS)"},{"subject":"200503 British and Irish Literature","subjectScheme":"FOR"},{"subject":"200506 North American Literature","subjectScheme":"FOR"}],"contributors":[],"dates":[{"date":"2018-10-10","dateType":"Created"},{"date":"2021-03-23","dateType":"Updated"},{"date":"2018","dateType":"Issued"}],"language":null,"types":{"ris":"DATA","bibtex":"misc","citeproc":"dataset","schemaOrg":"Dataset","resourceType":"Dataset","resourceTypeGeneral":"Dataset"},"relatedIdentifiers":[{"relationType":"IsSupplementTo","relatedIdentifier":"10.5007/2175-8026.2018v71n3p59","relatedIdentifierType":"DOI"},{"relationType":"IsIdenticalTo","relatedIdentifier":"10.6084/m9.figshare.7187084","relatedIdentifierType":"DOI"}],"relatedItems":[],"sizes":["164514 Bytes"],"formats":[],"version":null,"rightsList":[{"rights":"Creative Commons Attribution 4.0 International","rightsUri":"https://creativecommons.org/licenses/by/4.0/legalcode","schemeUri":"https://spdx.org/licenses/","rightsIdentifier":"cc-by-4.0","rightsIdentifierScheme":"SPDX"}],"descriptions":[{"description":"Abstract This paper is the result of classroom research with Radio/TV Studies undergraduates over a period of 16 weeks (60 hours) to investigate: (1) group cooperation/collaboration in the writing of two texts requiring online interaction; (2) students' comments about the language/strategies they practiced and learned, and the impact on their awareness of language and learning. Assessment of collaboration was based on the work of five groups. Comments about language learning/motivation/challenges were also expressed in a final presentation/portfolio. Interpretive analysis by the teacher-researcher shows that labor sharing is preferred, that learning is perceived to be more systematic because of the records of comments/corrections, and that students prefer to work mostly in class, which can be frustrating for advocates of autonomy in advanced language 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