Investigating EFL Learners’ Perceptions of Collaborative Writing
Bibliographic Data
| ID | 21830704 |
|---|---|
| Authors | Majed O Abahussain (Majmaah University, corresponding author) |
| Year | 2020 |
| Volume | 10 |
| Issue | 3 |
| Pages | 32 |
| Publication date | 2020-03-12 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of English Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 1923-869X • E-ISSN: 1923-8703 |
| Publisher | Canadian Center of Science and Education (PUBLISHER) |
| DOI | 10.5539/ijel.v10n3p32 |
| OpenAlex | W3011332289 |
| Language | EN |
| Citations received | 3 |
| References cited | 20 |
Although pair and group work are commonly applied in English language classrooms, research investigating EFL learners’ perceptions of collaborative writing (CW henceforth) is still limited. The present study explores EFL students’ attitudes and perceptions toward CW. The study involved 30 L2 students enrolled in a writing course at one of the largest universities in Saudi Arabia. The course was divided into two parts: individual writing (IW) for the first month (four weeks) and collaborative writing for the second month (four weeks). The study uses a within-groups mixed methods design whereby the same group of students received both the individual writing and collaborative writing assignments for exploring participants’ attitudes toward collaborative writing as compared to their views toward individual writing. The same self-report survey (6-point Likert-scale) was used two times (after each writing condition) to determine the participants’ views of each writing condition. In addition, semi-structured interviews were conducted to gain qualitative insights while exploring the participants’ views toward the two writing conditions they experienced as well as to find out the benefits and challenges they faced. Results show that participants reported the effectiveness of CW significantly higher than individual writing. The analyses reveal a statistically significant difference where ratings of CW were higher compared to IW, indicating helpfulness of CW in enhancing not only their writing skills but also their learning of all four English language skills. Despite some reservations, the majority of the participants were supportive of the CW experience
Collaborative writing · Developmental psychology · Helpfulness · Likert scale · Mathematics education · Medical education · Pedagogy · Perception · Qualitative research · Sociology · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Medicine · Psychology · Social Psychology
Group Cognition
Collaborative Writing in L2 Classrooms
Effects and student perceptions of collaborative writing in L2
Collaborative writing tasks in the L2 classroom
Interaction and Second Language Learning
Collaborative writing
The role of individual and social variables in oral task performance
Effects of proficiency differences and patterns of pair interaction on second language learning
Talking it through
Metatalk in a Pair Work Activity
Cultural and situational influences on foreign language learners' beliefs about language learning
Learner-learner interaction during pair and small group activities in a Thai EFL context
Text-based peer–peer collaborative dialogue in a computer-mediated learning environment in the EFL context
The effectiveness of spontaneous attention to form
Collaborative writing in pairs and small groups
Teacher attitudes and change implementation
Are two heads better than one? Pair work and grammatical accuracy
Group Work, Interlanguage Talk, and Second Language Acquisition
Coping Strategies of ESL Students in Writing Tasks across the Curriculum
Task-based second language learning
| Citations per year | 1 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |