Collaborative Writing in Group Assignments in an EFL/ESL Classroom

Ajmi, Ahmed Ali; Ali, Holi Ibrahim Holi

doi:10.5430/elr.v3n2p1

Cited by 15 publications

(18 citation statements)

References 72 publications

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“…Some may feel inferior to start discussion or feel that ideas shared might be accepted. This statement aligns with Ajmi & Ali (2014). These challenges can be tackled through the implementation of right strategies in teachers' instruction according to students learning styles.…”

Section: Findings and Discussionmentioning

confidence: 53%

Effectiveness of Collaborative Writing among Secondary School Students in an ESL Classroom

Veramuthu¹,

Shah²

2020

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This study reviews the effectiveness of collaborative writing among secondary school students in ESL classroom. Writing skill is regarded as the most difficult task in second language learning. Various strategies have been employed by both teachers and students to enhance writing competence. As the education system is intended to the requirement for 21st century educational practices. Collaborative approach is one of the key elements. It marks the shift in pedagogical instruction. Collaborative learning is perceived as one of its approaches which aid ESL students to become proficient in writing. This study explores students' attitudes towards improving writing skills of ESL students via collaborative writing. This study involved 32 secondary school respondents from Klang, Selangor. The survey research data were gathered through a questionnaire to assess students' attitudes towards collaborative writing. It was evident that students were able to collaborate in writing lessons. The findings indicate that students showed positive attitude while writing collaboratively. Hence, this approach can be implemented by language teachers to enhance language teaching and learning.

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Section: Findings and Discussionmentioning

confidence: 53%

Effectiveness of Collaborative Writing among Secondary School Students in an ESL Classroom

Veramuthu¹,

Shah²

2020

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“…The findings of this study seemed to contradict those of previous studies. Ajmi and Ali (2014) claim that the students in their study failed to share work equally among group members. Figure 2 presents the framework for collaborative writing.…”

Section: Research Question 2: To What Extent Do the Students Create An Efficient Framework For Collaborative Writing And Perceive This Kimentioning

confidence: 99%

The Effects of Collaborative Writing on Students’ Writing Fluency: An Efficient Framework for Collaborative Writing

Phạm

2021

Sage Open

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Collaborative writing is widely researched for its effects on students’ writing accuracy; however, previous research studies fail to prove its effects on students’ writing fluency. Also, none of the previous studies have investigated the framework for students to compose argumentative essays collaboratively. The purpose of this article is to fill these gaps. Sixty-two sophomore English-major students at a university in Ho Chi Minh city, Vietnam, participated in the study. One difference in the treatment between the two groups was the composing stage. Twenty-seven students from the control group composed essays individually after they worked together for idea development to make an outline, whereas 35 students from the experimental group composed essays collaboratively. Data collection was from students’ pretests, posttests of both individually and collaboratively written papers, and from the semi-structured interviews. The study reveals that collaborative writing had great effects on students’ writing fluency in both collaboratively written papers and individually written papers. Also, the study invented an efficient framework for collaborative writing activities so that writing instructors could employ to their writing classrooms if they wish to.

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“…The writing syllabus focuses utterly on individual writing production. Students write on their own without interacting or collaborating with other classmates [1]. The non-existence of collaboration in the writing syllabus does not stimulate the Foundation Program students to work in groups or pairs to construct and develop different ideas for the writing tasks [24].…”

Section: Statement Of the Problemmentioning

confidence: 99%

The Development and Validation of a Module on Enhancing Students' Critical Thinking, Collaboration and Writing Skills

Abdelmohsen¹

2020

SAR Journal

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This study aims to develop and test the validity of a module on enhancing students' collaboration, critical thinking (2Cs) and writing skills. To develop the module, the researcher used ADDIE model which incorporates five primary phases, namely Analysis, Design, Development, Implementation and Evaluation. The study used a tryout group which incorporated 20 participants who studied English at The General Foundation Program at a private college in Oman. The study employed a pretest-posttest quasiexperimental design. Paired Samples t-Test was used to compare the mean scores of both tests. Apropos of module validity, a total of 5 experts validated the module. The findings revealed that there is a statistically significant mean difference between the participants' scores in both the pretest and posttest. Further, it was found that the module has good validity and reliability.

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Collaborative Writing in Group Assignments in an EFL/ESL Classroom

Cited by 15 publications

References 72 publications

Effectiveness of Collaborative Writing among Secondary School Students in an ESL Classroom

Effectiveness of Collaborative Writing among Secondary School Students in an ESL Classroom

The Effects of Collaborative Writing on Students’ Writing Fluency: An Efficient Framework for Collaborative Writing

The Development and Validation of a Module on Enhancing Students' Critical Thinking, Collaboration and Writing Skills

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