<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-3432</journal-id>
<journal-title><![CDATA[Íkala, Revista de Lenguaje y Cultura]]></journal-title>
<abbrev-journal-title><![CDATA[Íkala]]></abbrev-journal-title>
<issn>0123-3432</issn>
<publisher>
<publisher-name><![CDATA[Escuela de Idiomas, Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-34322020000200307</article-id>
<article-id pub-id-type="doi">10.17533/udea.ikala.v25n02a10</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Collaborative writing of argumentative essays in an EFL blended course: Chilean pre-service teachers&#8217; perceptions and self-assessment]]></article-title>
<article-title xml:lang="es"><![CDATA[Escritura colaborativa de textos argumentativos en un curso de ILE de modalidad mixta: percepciones y autoevaluación de docentes de inglés en formación]]></article-title>
<article-title xml:lang="fr"><![CDATA[Rédaction collaborative d&#8217;essais argumentatifs dans un cours mixte EFL : perceptions et auto-évaluation des enseignants de formation initiale chiliens]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ubilla Rosales]]></surname>
<given-names><![CDATA[Lucía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez Álvarez]]></surname>
<given-names><![CDATA[Lilian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sáez Carrillo]]></surname>
<given-names><![CDATA[Katia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Etchegaray Pezo]]></surname>
<given-names><![CDATA[Paulo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de Temuco Faculty of Education ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Concepción Faculty of Humanities and Art Department of Foreign Languages]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Concepción Faculty of Physical Sciences and Mathematics ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Autónoma de Chile Education Faculty English Language Teaching Program]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<volume>25</volume>
<numero>2</numero>
<fpage>307</fpage>
<lpage>327</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-34322020000200307&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-34322020000200307&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-34322020000200307&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This mixed method research project sought to unveil pre-service EFL teachers&#8217; perceptions about the collaborative writing of argumentative texts in a blended environment at a Chilean university, as well as their self-assessment of their performance during the process. Thirty-three senior students took part in a twelve-lesson workshop assisted by a file storage and synchronization service. Data collection included a semi-structured interview, a Likert-scale survey, and a tailor-made self-assessment rubric. Findings indicated that participants held positive perceptions of the collaborative process and were very satisfied with task evaluation, quality of interaction, and goal setting. The analysis also showed a significant correlation between the participants&#8217; perceptions of collaboration and their performance self-assessment. The results suggested that blended collaborative writing should be considered in courses aimed at developing pre-service teachers&#8217; EFL communicative competence. It would help them maximize their writing skills in English and reinforce their interpersonal skills in foreign language learning processes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio mixto buscó revelar las percepciones y la autoevaluación del desempeño en producción escrita en inglés como L2 de estudiantes de pedagogía en inglés de una universidad chilena, previo a su práctica profesional. Treinta y tres estudiantes participaron en doce sesiones de clases semipresenciales sobre escritura argumentativa colaborativa asistida por un servicio de almacenamiento y sincronización de archivos. Los datos se recolectaron mediante una entrevista semiestructurada, una encuesta con escala Likert, y una rúbrica de autoevaluación diseñada por los investigadores. Los resultados revelan percepciones positivas sobre escritura colaborativa, un alto nivel de satisfacción con la evaluación de tareas, calidad de la interacción, y el establecimiento de metas. También mostraron una relación significativa entre la percepción y la autoevaluación del proceso de escritura. Los resultados sugieren considerar la escritura colaborativa semipresencial en la formación docente orientada a desarrollar competencias comunicativas en L2. Esto ayudaría a los docentes en formación a maximizar su habilidad de producción escrita en inglés y reforzar sus habilidades interpersonales mientras aprenden la segunda lengua.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cette étude mixte a cherché à révéler les perceptions et l&#8217;auto-évaluation de la performance en production écrite en anglais en langue seconde des étudiants de pédagogie de l'anglais à une université chilienne, avant leur pratique professionnelle. Trente-trois étudiants ont participé à douze sessions de cours de semi-présence sur l&#8217;écriture argumentative collaborative assisté par un service de stockage et synchronisation des fichiers. Les données ont été collectées à travers une interview semi-structurée, une enquête à l&#8217;échelle de Likert et une rubrique d&#8217;auto-évaluation conçue par les chercheurs. Les résultats révèlent des perceptions positives sur l&#8217;écriture collaborative, un haut niveau de satisfaction avec l&#8217;évaluation des tâches, qualité de l&#8217;interaction et la définition d&#8217;objectifs. Aussi, ils ont montré une relation significative entre la perception et l&#8217;auto-évaluation du processus d&#8217;écriture. Il est suggéré de considérer l&#8217;écriture collaborative semi-présentielle dans la formation des enseignants orientée vers le développement de la compétence communicative en L2. Cela aiderait les enseignants en formatión à maximiser leur capacité de production écrite en anglais et à renforcer leurs compétences interpersonnelles en apprenant une langue étrangère.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[collaborative learning]]></kwd>
<kwd lng="en"><![CDATA[L2 writing]]></kwd>
<kwd lng="en"><![CDATA[argumentative texts]]></kwd>
<kwd lng="en"><![CDATA[pre-service teachers]]></kwd>
<kwd lng="en"><![CDATA[efl]]></kwd>
<kwd lng="en"><![CDATA[blended learning]]></kwd>
<kwd lng="en"><![CDATA[perceptions]]></kwd>
<kwd lng="en"><![CDATA[self-assessment]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje colaborativo]]></kwd>
<kwd lng="es"><![CDATA[escritura en inglés]]></kwd>
<kwd lng="es"><![CDATA[docentes de inglés]]></kwd>
<kwd lng="es"><![CDATA[inglés como lengua extranjera]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje semipresencial]]></kwd>
<kwd lng="es"><![CDATA[percepciones]]></kwd>
<kwd lng="es"><![CDATA[autoevaluación]]></kwd>
<kwd lng="fr"><![CDATA[apprentissage collaboratif]]></kwd>
<kwd lng="fr"><![CDATA[écriture en anglais]]></kwd>
<kwd lng="fr"><![CDATA[enseignants d&#8217;anglais]]></kwd>
<kwd lng="fr"><![CDATA[apprentissage semi-présentiel]]></kwd>
<kwd lng="fr"><![CDATA[anglais langue étrangère]]></kwd>
<kwd lng="fr"><![CDATA[apprentissage semi-présentiel]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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