Effects of Collaborative Writing on EFL Students' Paragraph Writing Performance: Focus on Content and Coherence (original) (raw)
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International Journal of Education and Literacy Studies
The main goal of the study was to examine the impact of employing collaborative writing on students’ attitude towards learning EFL writing skills. To this end, based on the mean results of the paragraph a writing skills test was administered before the experiment, two sections of Grade 11 students from Felegebirahn Secondary School in Amhara Region, Ethiopia were chosen as participants of the study. These two sections of students were categorized as experimental (n=44) and control (n=44) groups using simple random sampling technique. The experimental group exercised paragraph level writing tasks collaboratively, whereas the control group practiced the identical writing tasks individually for 12 weeks in the 2019 academic year. Questionnaire, which was intended to find out the attitude of EFL students about learning writing skills before and after the training, was the major data collection tool used in the study. A semi-structured interview with a few selected students was also unde...
The Impacts of Collaborative Writing on EFL Students’ Paragraph Writing Performance
International Journal of Science and Management Studies (IJSMS), 2021
In Vietnam, writing is considered the most challenging skill by English as a Foreign Language (EFL)students. These students encounter various kinds of problems in their writing process, from generating ideas to revising their tasks. Previous studies reveal that collaborative writing could bringstudents numerous benefits regarding their writing performance. The present study was conducted to examinethe impacts of collaborative writing on EFL students’ paragraph writing performance and investigate their attitudes toward using collaborative writing in learning English writing. This research followed a mixed-method design, which lasted 15 weeks and was conducted with the participants of 80 EFL tenth-grade students in a high school context. Three research instruments namely the writing tests (pre-and post-test), questionnaires, and semi-structured interviews were employed in this study. The findings showedan improvement in EFL students’ paragraph writing performance after they had experi...
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This mixed-method study observes the effects of collaborative writing strategy on EFL learners’ writing skill and their perception of the strategy. The population consists of 80 students from a public senior high school in West Sumatra, Indonesia. The samples, which were selected by using cluster random sampling, were categorized as the experimental and control class. Each class were taught with different teaching strategies, experimental class was taught by using collaborative writing strategy and the control class was taught by using conventional teaching strategy. The data were collected through writing tests and interviews to measure the students’ writing skill and their perception of collaborative writing. The result of the analysis reveals that collaborative writing strategy has helped students in generating their writing ideas and activating the students’ background knowledge of the topics assigned to them to develop in their writings. The result of this study also highlights...
The Impact of Collaborative Writing on the Writing Fluency of Iranian EFL Learners
Journal of Language Teaching and Research, 2013
Writing is no longer an individual activity but an interactive process through which social abilities of the learners are reinforced. To promote interaction in the writing class, collaboration has been suggested to be advantageous. The present study aimed to examine the impact of practicing in pairs on the writing fluency of Iranian EFL learners. To this end, an OPT test was administered to female EFL learners according to which 90 homogenous learners at an intermediate level comprised the research sample. Afterwards, the participants were randomly divided into two groups including a control group of 30 students, each producing a written text individually and an experimental group of 60 learners working in pairs. Since each pair produced a single text, the numbers of texts rather than the number of participants was considered. In order to compare the data collected from two groups, a t-test was used. The results obtained from the essays written in the first session of the writing phase revealed that pairs produced less fluent texts than the individual writers. More specifically, the average number of words, T-units, and clauses in individual essays was less than that of pairs. The essays written in the last session revealed that there was a considerable improvement in the use of T-units and clauses produced by pairs; however, the fluency of the written texts was not noticeably significant in comparison with the fluency of essays produced by the individuals. The findings also revealed that practicing in pairs did improve the overall quality of the learners' writing productions even though the fluency of written texts did not change significantly.
International Journal of Applied Linguistics and English Literature, 2017
Collaborative writing has gained interest in the last decade; however, as stated by Shin, Lidster and Sabraw (2016) more research is required to delve into various aspects of this multifarious class activity. This true experimental research examined the effect of writing collaboratively on task achievement of Iranian EFL learners in writing. Oxford Placement Test was given to 60 language learners in the city of Kashmar, Iran, as the test of homogeneity. Considering +/-1 standard deviation of the mean score, 40 learners were chosen to pursue the purpose of the study. These learners formed an experimental group and a control group with 20 participants in each. Collaborative writing was implemented in the experimental group and individual writing was used in the comparison group. The participants in the experimental group were later interviewed and their perception toward collaborative writing was investigated. The findings of the study through t-test revealed that the experimental gr...
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This study investigated 1) whether or not the collaborative writing strategy had a positive influence towards students’ writing achievement than the students who wrote individually, and 2) the students’ perceptions concerning the use of the collaborative writing strategy. The research was conducted by applying the mixed-method design. The subjects of the study were 64 students of Mataram State Islamic University which distributed randomly in two groups; experimental and control groups. Data were collected using the relevant research instruments such as: essay writing test and questionnaire. The data were analyzed quantitatively and qualitatively. Two major findings emerged. First, it revealed that there was a difference of the experimental and control groups’ mean scores of their posttest. The experimental group’s mean score (M=7.14) (SD=0.57) was greater than that of control group’s mean score (6.45) (SD=0.53). Seen from its independent sample test, it also unveiled that their sig....
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2014
Although pair and group work are widely used in language classrooms, research investigating the benefits of collaborative writing (CW) is very limited. This study sets out to integrate CW in secondary school EFL writing. Two parallel intact classes were used. After a pre-teaching and an individual pre-test in both classes, students in the control group (N=16) produced an argumentative essay individually whereas students in the experimental group (N=16) produced it in pairs and recorded their interactions. They also completed a questionnaire to elicit their perceptions. The study analysed the product, process and students" perceptions on CW. The findings revealed that pairs produced shorter but more grammatically accurate and linguistically complex texts. They also obtained higher scores in content, structure, organization and register. Collaboration afforded students the opportunity to pool ideas, deliberate over language use and provide each other with feedback. Despite some reservations, most students were supportive of the experience.
AL-ISHLAH: Jurnal Pendidikan
Essay writing skills are able to predict a person's success in higher education because the processes involved when composing it are indeed able to hone the abilities or skills of a student in academic life. This study aims to improve the essay writing skills of English Education students by applying the collaborative writing strategy. Classroom Action Research design is applied to answer the research questions, and then there are two cycles conducted successfully in the research. Each cycle consists of several stages, namely planning, implementation, observation, and evaluation, divided into three meetings. The research data were collected by assessing students’ writing in each cycle and analyzed using the band score from NCTE. The study results indicate an increase in the quality of students' essay writing skills after doing the writing process through Collaborative Writing in several aspects of writing. The effectiveness of this strategy was seen that more than 75% of stu...
Individual, pair and group writing activity: A case study of undergraduate EFL student writing
English Language Teaching , 2019
The present study aimed to compare between individual and collaborative writing (pair and group of four) activities of 72 EFL students. The subjects of the study were assigned to produce their tasks by these three activities. Qualitative method was employed by using interview of nine students drawn from students with different levels of English proficiency (low, fair and high). It was focused on their perspectives towards skills practiced during working on written tasks: writing, thinking, participation, communication as well as their satisfaction of these activities. The results from content analysis demonstrated that overall the students practiced participation skills when doing individual and pair work. The students practiced writing skills when joining group work. With regard to the students' satisfaction, low proficiency students in low group were likely to enjoy coauthoring activity either pair or group work. Their satisfaction seemed to increase according to the number of group members. This is important for writing teachers to provide this activity for low proficiency students as this may lower the students' anxiety and foster their self-confidence, compared with completing tasks individually. On the contrary high proficiency students seemed to enjoy writing alone and were fairly satisfied group work. These students were likely to be more confident when performing the tasks individually or experienced some problems that might impede working collaboratively.
Effectiveness of Collaborative Writing in an ESL Classroom: A Study with Secondary School Students
This study looked at how effective group writing assignments are for teaching English as a second language to secondary school pupils. Improving one's writing abilities is often considered the most challenging aspect of learning a second language. Both teachers & students have used a variety of approaches to improve their writing skills. Since the educational system is designed to meet the needs of 21st-century learning strategies. One of the crucial components is a collaborative approach. The change in educational practice is reflected in this. Some of its methods help "English as a Second Language (ESL) students improve their writing skills," and one of those methods is collaborative learning. Students' perspectives on how collaborative writing might help ESL students improve their writing abilities are investigated in this research. Thirty-two secondary school respondents (Class-X) from St. Joseph High School, Ramanthpur, Hyderabad, Telangana, participated in this research. Students' perspectives on collaborative endeavours were gauged by means of a questionnaire for this survey investigation. Students' ability to work together in writing classes was clearly shown. The results demonstrate that while writing collaboratively, students expressed a positive attitude. Thus, language teachers may use this strategy to improve language teaching & learning.