Influence of oral and written Spanish language skills on academic performance and the degree of emotional bonding during collaborative work

Abstract

This article analyses whether the type of oral or written modality influences students' academic performance and the degree of connection established between them when they carry out collaborative work. A group of first-year university students was asked to complete an oral and a written group assignment, and another group of second-year university students was asked to complete an oral assignment. Upon completion of the assignments, a questionnaire was administered to determine the degree of bonding during the tasks. A total of 75 questionnaires were obtained (25 on the written assignment and 50 on the oral assignment). Assessment rubrics were used to score the assignments and determine academic performance. The results show that there are significant differences between the marks obtained and the type of work (oral or written). However, there are no significant differences in the degree of emotional connection depending on the type of work. It is concluded that more time should be devoted in the classroom to teaching written expression, and also collaborative activities that allow for the development of social skills should be encouraged.