Abstract

This article aims to highlight the characteristics of the collaborative methodology for error correction of L2 students’ texts. The article points out the following components: interaction, dialogue, discussion, scaffolding, ZPD (Zone of proximal development), and positive interdependence; these components also favor the active participation of all members of a group during error correction. In addition, the paper emphasizes the way the collaborative work can activate the metalinguistic component, and can enhance the effect of corrective feedback provided by the teacher to a group.

Keywords: Collaborative methodology; academic text; grammar errors