A study of group writing activities in a 10th grade English language class at a lower secondary school in Norway
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- Master's theses (HF-IKS) 
Abstract This thesis is about an experimental group writing project among 10th grade students of English in a lower secondary school in Norway. Writing is one of the basic skills in the LK06 curriculum and is important in order to express oneself in school, work and society. The learners involved were a class of students who studied the English specialization subject. Many of them struggled with writing in English. The main aim of the thesis was to find out the effects the group writing activities would have on the students’ writing, and motivation to write in English. The students were given four group writing activities to do over a period of six weeks. The researcher used different methods to study the effects of the group writing activities. First, the researcher conducted a writing pre-test (about a picture story) before the group writing project and a writing post-test (also about a picture story) after the group writing project had ended. The pre- and post-tests were analysed in a quantitative and qualitative manner. The quantitative analysis focused on measurements of writing fluency, accuracy, and grammatical and lexical complexity. These included text length, T-unit length, the ratio of subordinate clauses per T-unit, and the ratio of noun, verb and adjective types per T-unit. The qualitative analysis focused on the texts’ structure and some features of writing, namely points of view, and the use of direct speech and dialogue. Second, a sample of five students were interviewed before and after the writing project. The researcher chose to interview students of different proficiency levels to gain an overall view of the learners’ experiences and views about writing in groups. Third, the researcher observed all of the group writing activities. The results showed that there were a number of differences between the students’ writing before and after the group writing activities. Even though the post-tests were generally shorter than the pre-tests, it seemed as if the group writing activities had had a positive effect on the students’ writing in other ways. There were increases in the average T-unit length, the subordinate clauses per T-unit ratio, and the noun types and verb types per T-unit ratios. In addition, all of the interviewees stated that they had become more motivated to write in English by writing in groups. The present study has contributed to the research in the field of students’ writing development and motivation to write in English in Norwegian schools, since, to the author’s best knowledge, there have not been previous studies of group writing with EFL students in Norway.
Master's thesis in Literacy studies