COLLABORATIVE WRITING AND FORMATIVE ASSESSMENT WITH MOBILE TECHNOLOGY IN SPANISH: PEDAGOGICAL SUPERVISION IN AN ACTION RESEARCH STUDY IN PORTUGUESE SECONDARY EDUCATION

Abstract

Writing in Spanish as a Foreign Language requires processes of planning, revision and reformulation, particularly when combined with formative assessment, peer assessment, mobile technology and pedagogical supervision. The study aimed to design and implement an intervention focused on written production in Spanish as a Foreign Language and to analyse how a didactic sequence based on collaborative writing, formative assessment and mobile technology contributed to the production, revision and reformulation of creative texts. An exploratory action research study was conducted with a group of Portuguese Year 10 students, with 28 students organised into seven teams. The intervention lasted three 90-minute lessons and included written productions, rubrics, peer assessment, self-assessment, teacher observation and an evaluation questionnaire.The data indicated stability in logical sequence, fluency, flexibility, elaboration and originality, as well as a descriptive improvement in linguistic accuracy, since the category “Many errors” disappeared in the final version. Students positively valued teamwork, mobile devices and digital participation. The intervention suggests that collaborative writing can support linguistic revision when accompanied by clear criteria, feedback, pedagogical supervision and technology integrated for didactic purposes.