Chinese-speaking ESL pre-university students’ perceptions of the effectiveness of collaborative planning in an academic writing course

Abstract

Previous studies examined benefits of collaborative writing, but the effectiveness of collaborative planning in academic writing courses has not been adequately addressed. Thus, this study examined Chinese-speaking ESL pre-university students' perceptions of the effectiveness of collaborative planning in an academic writing course in the Malaysian ESL context. This study is a qualitative research study in which data were collected using journal writing. The students in an academic writing course were requested to keep journals throughout the course. Specifically, they were requested to write about collaborative planning in terms of its effectiveness, challenges they faced, and suggestions for its improvement. Data were coded and analysed thematically. The analysis of the data revealed that Chinese-speaking ESL pre-university students perceived collaborative planning as an important instructional approach in which they could share ideas, develop their writing skills, and build their self-confidence. The study also showed that the students encountered some challenges, which resulted from their unfamiliarity with this approach. Suggestions for the improvement of collaborative planning given by the participants reveal that they enjoyed working collaboratively in groups at the planning stage of writing.

A Digital Approach to Teach Synthesis Writing for a Defence University: A Needs Analysis

“…These findings resonate with previous research, underscoring the centrality of synthesis writing in university settings (Jalleh & Mahfoodh, 2021;Musaljon et al, 2021). Given that the core of university work revolves around students' ability to produce synthesis writing for academic purposes, mastering this skill becomes an inevitable academic necessity.…”

“…Moreover, the centrality of synthesis writing in university settings, resonating with previous research (Jalleh & Mahfoodh, 2021;Musaljon et al, 2021), cannot be understated. Given that producing synthesis writing is at the core of university work, mastering this skill becomes an inevitable academic necessity.…”

“…Although synthesis writing skills are rarely taught as a course in universities, it is usually embedded as a component in academic writing courses as most students experience difficulties in writing academic papers when it comes to academic writing (Musaljon et al, 2021). This skill is one of the requirements that students of English as a Second Language (ESL) should have at Malaysian tertiary levels because the assessment of students relies on the written form obtained through coursework or written examination (Jalleh & Mahfoodh, 2021). The importance Arab World English Journal www.awej.org ISSN: 2229-9327 330 of synthesis writing skills extends beyond university work as it increases the employability rates of graduates in the workforce (Hundarenko, 2020).…”

A Case Study －Korean University Students’ Experience with and Perceptions of an Academic English Writing Class

“…Björk and Räisänen (2003) asserted that writing should be included in all higher education settings not only because of its immediate practical application, but also because of its role as a tool for "critical thinking" and for "learning in all disciplines" (p. 8). In other words, writing is viewed as a necessity in many disciplines (Jalleh & Mahfoodh, 2021). More specifically, students are required to have a command of writing skills in order to demonstrate their understanding of concepts and/or theories and to express their new thoughts and ideas in their courses.…”