7. Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text quality

Abstract: This study aims to investigate collaborative writing combined with blog online learning on the writing skill of Indonesian English foreign language (EFL) learners’ across their motivation. This research included a quasi experimental with the comparative time series. A quasi experimental study was employed by involving 61 learners of Senior High School. This research applied in into two groups: experimental and control. The treatment was conducted at 7 sessions, including the pre-test and post-test. The scores of pre-test and post-test in writing were used as a base of quantitative data analysis whereas the learners’ responses to motivation questionnaire were used to categorize their motivation. The result revealed that the collaborative writing combined with blog online learning on the writing was effective to enhance the learners’ writing skill. In addition, to apply the combination of collaborative writing and online blog learning, teacher should not worry about different levels of motivation among students where the students were motivated to use language.

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Online Collaborative Writing via Google Docs: Case Studies in the EFL Classroom

Journal of Language Teaching and Research ◽

10.17507/jltr.1206.08 ◽

2021 ◽

Vol 12 (6) ◽

pp. 922-934

Author(s):

Nakhon Kitjaroonchai ◽

Suksan Suppasetseree

Keyword(s):

Small Group ◽

Qualitative Content Analysis ◽

Collaborative Writing ◽

Interaction Patterns ◽

Structured Interviews ◽

Google Docs ◽

Efl Learners ◽

Language Functions ◽

Factors Influencing

This article reported a case study investigating small group interaction patterns in online collaborative writing tasks and factors influencing team collaborations. Participants included six Asian EFL university students who formed two small groups and were engaged in two online collaborative writing tasks via Google Docs. Data collection included the participants’ use of writing change functions and language functions during the collaborative writing processes revealed through Google Docs archives and collaborative essays. Semi-structured interviews were employed to examine factors influencing small group collaborations. The findings revealed that the two teams exhibited divergent interaction patterns, but the patterns of interaction remained consistent within each group across both tasks. The qualitative content analysis showed factors that affected team collaborations were individual goals, learners’ English proficiency, individual roles, and the use of collaborative agency. The findings may help elucidate the divergence of online collaborative writing and provide insightful information for instructors to design collaborative writing activities and assist EFL learners in the co-construction of writing tasks.

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The Potentials of Three Writing Modalities in Development and Sustained Development of Grammatical and Lexical Accuracy of Writing Performance

10.21203/rs.3.rs-112749/v1 ◽

2020 ◽

Author(s):

Zohre Mohamadi Zenouzagh

Keyword(s):

Multivariate Analysis ◽

Effect Size ◽

Collaborative Writing ◽

Research Groups ◽

Large Effect Size ◽

Writing Performance ◽

Efl Learners ◽

Sustained Development ◽

Grammatical Accuracy ◽

Post Hoc

Abstract This study investigated the development and sustained development of grammatical and lexical accuracy in three writing modalities of individual, collaborative and e-collaborative writing. To this end, 90 Iranian Intermediate EFL learners were selected according to the participants' scores on a writing pretest.. Participants were assigned into the research groups e on the basis of convenient sampling. The writing performances in three groups of individual, collaborative and e-collaborative writing performance were measured on pretest, posttest and delayed posttests. Multivariate analysis of variance (MANOVA) indicated that participants’ writing performance in individual writing F (5, 38) = 16.06, p = .000, partial η2 = .679 representing a large effect size) and collaborative writing (F (5, 38) = 17.64, p = .000, partial η2 = .699 representing a large effect size) were sustainably improved in terms of grammatical and lexical accuracy. MANOVA results also indicated that participants writing performances in E-collaborative writing (F (5, 38) = 8.64, p = .000, partial η2 = .532 representing a large effect size) were improved and the improvement was sustained with respect to grammatical accuracy but not lexical accuracy. The post hoc comparison indicated that that collaborative writing was the most effective mode of writing as far as grammatical and lexical accuracy were concerned. The results have significant implications for teaching practitioners.

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Child EFL learners’ attitudes towards a collaborative writing task

Language Teaching for Young Learners ◽

10.1075/ltyl.19008.cal ◽

2020 ◽

Vol 2 (1) ◽

pp. 52-72

Author(s):

Asier Calzada ◽

María del Pilar García Mayo

Keyword(s):

Small Groups ◽

Positive Attitude ◽

Collaborative Writing ◽

Learning Opportunities ◽

Attitude Questionnaire ◽

Efl Learners ◽

Young Learners ◽

L1 And L2 Writing ◽

L1 And L2 ◽

Writing Task

Abstract The way learners engage with tasks can crucially impact on learning opportunities and, therefore, more attention is now being devoted to task affect. This study examines the attitudes of an underresearched population, child EFL learners, towards a collaborative dictogloss task. Thirty-two Spanish EFL children (ages 11–12) completed the task in pairs and small groups at their school, and an attitude questionnaire one week after. Results show that learners had a positive attitude towards L1 and L2 writing, collaboration in the classroom, and the task itself, regardless of their grouping condition. Although these children did not mention in their responses any explicit grammar gains as a result of the task, they considered the blend of the written and oral mode and the opportunities for peer assistance to be beneficial. These results are encouraging for the promotion of collaborative writing tasks with young learners in communicative contexts.

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L2 Spanish morphosyntactic development through collaborative writing: An analysis of mood production, text length and syntactic complexity

Language Teaching Research ◽

10.1177/1362168819885406 ◽

2019 ◽

pp. 136216881988540 ◽

Cited By ~ 1

Author(s):

Muriel Gallego

Keyword(s):

Second Language Learners ◽

Collaborative Writing ◽

Recognition Task ◽

Syntactic Complexity ◽

Treatment Groups ◽

Text Quality ◽

Morphosyntactic Development ◽

Text Length ◽

Text Reconstruction ◽

The Impact

This study discusses the impact of interactionist output-oriented approaches, specifically, the effects of collaborative text reconstruction on subjunctive recognition and production in the written modality by English-dominant Spanish second-language learners. It also examines whether students’ text length and text complexity increase after treatment. A total of 104 fifth-semester Spanish learners participated in the study and were assigned to three conditions: control ( n = 36), dictogloss ( n = 33) and dictogloss plus explicit instruction ( n = 35). In order to measure target form recognition and production as well as text quality, participants completed a pre-, post- and delayed-post-test that included a guided written task and a recognition task. Results indicated that participants in both treatment groups increased their production of the subjunctive mood in the written modality in expected contexts at similar rates, which was also maintained over time. Participants also increased recognition rates, irrespective of group, pointing to a lack of relationship between this type of collaborative text reconstruction and subjunctive recognition. Lastly, an effect of group and time was also observed for text length and syntactic complexity, as participants in the treatment groups produced significantly longer texts, as well as a higher number of complement clauses.

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