“A hundred times we learned from one another” Collaborative learning in an academic writing workshop

Dowse, Cilla; Rensburg, Wilhelm van

doi:10.15700/201503070030

Cited by 6 publications

(7 citation statements)

References 16 publications

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“…The students learned to give priority to teamwork to produce a written text and did not give preference for working with their friends in the group. The finding of the current study is in line with other studies (Dowse & Van Rensburg, 2015;González et al, 2013;Li & Kim, 2016;Nosratinia & Nikpanjeh, 2015) that collaboration in the writing classroom helped the students to implicitly learn and understand the significance of others' opinions. One of the salient skills required for students' successful collaboration in the writing classroom is allowing others to express their opinions.…”

Section: "I Learned To Hear My Friend Opinion and I Don't Say I Am No...supporting

confidence: 92%

“…Specifically, peer feedback can enhance the quality and quantity of peer discussion and maximizes students' negotiation and interaction in the process of writing (Alnasser, 2018;Biria & Jafari, 2013;Pasand, 2017;Philp, Adams & Iwashita, 2014;Rahmat, 2014;Stell, 2015;Wichadee, 2013;Yastibasc & Yastibas, 2015;Zaky, 2018). Further, collaborative writing helps students to generate and share (Aydin & Yildiz, 2014;Bikowski & Vithanage, 2016;Talib & Cheung, 2017;Zhang, 2018) ideas and also improve their understanding of text coherence and cohesion (Chittooran, 2015;Dowse & Van Rensburg, 2015;Nixon & McClay, 2007;Storch, 2005). Moreover, collaborative writing enables students to improve their writing achievement, critical thinking, and high-level thinking skills (Neumann & McDonough, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

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Improving EFL Learners’ Collaborative Skills Through A Writing Module

Abdelmohsen¹

2023

EJELLS

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This study aimed to enquire into the effectiveness of a developed writing module in sharpening the collaborative skills of EFL university learners. The study was conducted in one of the public colleges in Oman. The participants of the study were 35 Omani EFL students who studied at The General Foundation Program. The study was underpinned by Cooperative Learning Theory (Johnson & Johnson, 1989). The data were collected through semi-structured interviews and reflection journals. The findings revealed that the study module significantly sharpened the students’ collaborative skills.

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Section: "I Learned To Hear My Friend Opinion and I Don't Say I Am No...supporting

confidence: 92%

Section: Literature Reviewmentioning

confidence: 99%

Improving EFL Learners’ Collaborative Skills Through A Writing Module

Abdelmohsen¹

2023

EJELLS

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“…The module helped students to work collaboratively to carry out various writing tasks. Collaborative writing activities helped students share knowledge and learn from their peers (Saparuddin, Prasetyo & Mahanal, 2018;Jeroen Janssen & Wubbels, 2018;Bikowski & Vithanage, 2016;Dowse & Rensburg, 2015;Khatib, 2015;Nosratinia & Nikpanjeh, 2015;Yeh, 2014). Peer-editing was of substantial significance in the module.…”

Section: Discussionmentioning

confidence: 99%

“…This theory is pertinent to the current study because it substantiates the fundamental significance of collaboration in the writing classroom where students exchange meaning, knowledge, and learn from peers. Thus, it can be inferred that students learn best when they collaborate with their peers (Saparuddin, Prasetyo & Mahanal, 2018;Jeroen Janssen & Wubbels, 2018;Bikowski & Vithanage, 2016;Dowse & Rensburg, 2015;Khatib, 2015;Nosratinia & Nikpanjeh, 2015;Yeh, 2014). Since the study aimed to improve students' writing ability by adopting the genre approach, Vygotsky's theory is relevant to the study.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Development of Writing Module on Enhancing the Writing Skills of Omani General Foundation Program Students

Abdelmohsen¹,

Abdullah²,

Azam³

2020

IJLTER

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This study aimed to investigate the effectiveness of a developed writing module on enhancing the General Foundation Program students’ writing skills. The study made use of a pre-test and post-test quasi-experimental design. The study participants incorporated 70 Omani students and 2 EFL teachers. The students were divided into experimental and control groups. The experimental group incorporated 35 students who studied English at the General Foundation Program of Sur Nursing Institute. The control group involved 35 students who took an English course at The General Foundation Program Centre in Muscat. Both institutions function under the auspices of the Omani Ministry of Health. The control group studied the ministry’s writing syllabus, whereas the experimental group studied the writing module. The writing pre-test was done before module delivery and the post-test was done after the intervention. ANCOVA test was utilized to draw a statistical analogy between the mean scores of tests of both groups. The test findings divulged that there was a statistically significant mean difference between the control and experimental group’s scores in the writing post-test. The module significantly enhanced the experimental group’s writing skills.

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“…The prominence of writing and communication centers in postsecondary educational institutions show that "developing written and oral communication skills is important across all of the academic fields'' (M. Kim, 2015, p. 4). Previous studies examined the generally positive benefits and effectiveness of writing centers (Clarence, 2016;Dowse & Van Rensburg, 2015;Driscoll, 2015). While there have been numerous studies documenting the effectiveness and advantages of peer tutoring in English at university writing centers, there have also been challenges and concerns that have emerged as well.…”

Section: Peer Tutoring In Language Education At Universitiesmentioning

confidence: 99%

Experiences of Peer Tutors of a Korean Language Peer Tutoring Program at a U.S. University: A Qualitative Study

Kim

2022

IJHE

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This study explored the experiences of peer tutors of a Korean language peer tutoring program at a U.S. university. Using qualitative methodology and gathering data from pre- and post-tutorial program individual interviews, monthly in-program group interviews, and reflective papers, this study aimed to investigate experiences of eight Korean language peer tutors. The findings revealed reasons for being peer tutors, how peer tutors addressed learners’ needs, the importance of empathy in peer tutoring, and benefits of peer tutoring. This study’s results can serve as valuable data for creating, growing, and improving Korean language tutoring programs at universities. Peer tutoring can be a useful tool for enhancing the effectiveness of Korean language education at universities, especially as Korean language learners increase.

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“A hundred times we learned from one another” Collaborative learning in an academic writing workshop

Cited by 6 publications

References 16 publications

Improving EFL Learners’ Collaborative Skills Through A Writing Module

Improving EFL Learners’ Collaborative Skills Through A Writing Module

The Development of Writing Module on Enhancing the Writing Skills of Omani General Foundation Program Students

Experiences of Peer Tutors of a Korean Language Peer Tutoring Program at a U.S. University: A Qualitative Study

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