The Effect of Collaboration on Iranian EFL Learners’ Writing Accuracy

Narges, Jafari; Ansari, Dariush Nejad

doi:10.5539/ies.v5n2p125

Cited by 32 publications

(37 citation statements)

References 19 publications

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“…A possible explanation for this result is the positive effect of the collaboration process on writing quality. This explanation is confirmed by some studies (e.g., Jafari & Ansari, 2012;Shehadeh, 2011) that found collaboration to improve the quality of writing. In this respect, some researchers pointed out that collaboration in writing leads to more correct grammar and lexis (Li & Kim, 2016), improved content and organization (Shehadeh, 2011), a stronger reader-writer relationship (Kuteeva, 2011), increased sense of audience (Sun & Chang, 2012), and better solutions to the linguistic problems writers usually encounter (Dobao, 2012).…”

Section: Discussionsupporting

confidence: 64%

Cloud-Based Collaborative Writing to Develop EFL Students’ Writing Quantity and Quality

Ahmad¹

2020

IES

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This study has devoted itself to examining the effect of using cloud-based collaborative writing on EFL students' writing quantity and quality. Twenty-one EFL students studying at Jubail College of Education, IAU University participated in the study. They were pretested in writing quantity and quality before the treatment then they practiced cloud-based collaborative writing for a whole semester before being posttested in both measures. Results from non-parametric Wilcoxon Signed Ranks revealed no significant difference between the pretest and the posttest regarding writing quantity whereas it revealed a significant difference with regard to writing quality. It was concluded that cloud-based collaborative writing can be used to improve the quality of essays written by EFL students. Recommendations and research suggestions were introduced.Through the researcher's experience as an associate professor of TEFL at Jubail College of Education, IAU University, she noticed that writing is indeed a problematic area for most EFL students and that most students get low grades in their writing exams. Furthermore, she administered a writing test to a group of these students. Through analyzing their answers, the researcher found that they wrote insufficiently and she discovered that they committed many errors in coherence, grammar, spelling, structure, word choice, punctuation, phoneme clusters, and use of prefixes and suffixes. Therefore, the need arose to search for a solution for Saudi EFL students' inability to write effectively regarding both quantity and quality. Based on the researcher's search for effective strategies that can improve EFL writing quantity and quality, cloud-based collaborative writing seemed as a promising one.

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Section: Discussionsupporting

confidence: 64%

Cloud-Based Collaborative Writing to Develop EFL Students’ Writing Quantity and Quality

Ahmad¹

2020

IES

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“…In addition, the writing process contributes to the development of learners cognitive skills in attaining the required strategies in the learning process such as analysis, synthesis, inference, etc (Bacha, 2002). However, most of Iranian EFL students have been found to have an inadequate competence in L2 writing (Jafari & Ansari, 2012;Dastjerdi & Samian, 2011;Zaree & Farvardin, 2009). The failure of Iranian EFL students in L2 writing as effectively as they should, can perhaps be attributed to a variety of factors including L2 writing instruction, lack of motivation, L2 writing feedback, lack of target language proficiency and vocabulary, the interference of L1 into L2 and psychological variables such as anxiety which is the focus of this study.…”

Section: Introductionmentioning

confidence: 96%

Investigating the Effect of Anxiety of Male and Female Iranian EFL Learners on their Writing Performance

Jebreil

Azizifar

Gowhary

2015

Procedia - Social and Behavioral Sciences

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In an attempt to delve into the issue of affective variables related to language learning, the present study focuses on the relationship between anxiety and writing performance across Iranian EFL learners with the effect of gender. To do so, Second Language Writing Anxiety Inventory (SLWAI) developed by Cheng (2004) and writing performance test were applied to collect the data. 45 EFL learners were invited to participate in this study. T-test analysis revealed that significant difference was found in level of anxiety between male and female participants so that the male participants might experience relatively greater amoun t of anxiety. Additiontionally, the level of cognitive anxiety was higher in males. However, the level of somatic anxiety and avoidance behavior were not significantly different. Furthermore, significant differences were found in grammar and punctuation sub-scales of writing performance between male and female participants so that male was higher in two sub-scales than that of females. Various educational implications and recommendations for further works were proposed.

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“…Consequently, this had helped them overcome their WA and they could continue practicing writing without any constraints to improve their EFL writing ability. In this respect, Jafari and Ansari (2012) state that when students work collaboratively and educate each other, they not only reduce the amount of time to tackle the various aspects of writing but, they also help each other and gain benefits from information sharing. Additionally, the use of technologies has effectively "decreases physical limitations of the classroom by presenting outside learning opportunities" (Basal, 2015: 32).…”

Section: "Now As You Can See I Write Very Fast Because Of This Method"mentioning

confidence: 99%

“…The interest in collaborative writing was triggered by the work of the pioneer, Kenneth Bruffee in early 1970s. Bruffee believes that students working collaboratively in groups are able to produce better-written composition than those students who are writing individually (Jafari & Ansari, 2012).…”

Section: Collaborative Writingmentioning

confidence: 99%

“…Some researchers have investigated the role of blended learning in ESL/EFL writing skill in terms of its effectiveness (Adas & Bakir, 2013;Keshta & Harb, 2013;Shafiee et al, 2013;Arslan, 2014;Abdulmajid, 2014). Other researchers had also examined the effectiveness of using collaborative learning in improving writing (Al-Ahmad, 2003;Taki & Fardafshari, 2012;Jafari & Ansari, 2012;Grami, 2012;Shukor & Noordin, 2014). Results of these studies revealed that blended learning and collaborative learning have been effective in improving students' WP.…”

Section: Introductionmentioning

confidence: 99%

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Collaborative Blended Learning Writing Environment: Effects on EFL Students’ Writing Apprehension and Writing Performance

Challob¹,

Bakar²,

Latif³

2016

ELT

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This study examined the effects of collaborative blended learning writing environment on students' writing apprehension and writing performance as perceived by a selected group of EFL students enrolled in one of the international schools in Malaysia. Qualitative case study method was employed using semi-structured interview, learning diaries and observation. Twelve male students enrolled in Class Ten were selected to participate in a 13-week study. To learn how to write collaboratively, the students followed the procedures of the blended learning writing process. Students were divided into three groups and were given the freedom to choose the members of the group they would like to work with. They went through the writing process in face-to-face and online learning modes via the class blog and online Viber discussion. Data collected were analyzed qualitatively using thematic analysis. The findings indicated that the students had positive perceptions towards the collaborative blended learning writing environment they had experienced. They perceived that the collaborative blended learning activities had helped them reduced their writing apprehension and improve their writing performance as they experienced and learnt much knowledge concerning the micro and macro aspects of writing. Students also viewed that their online discussion and collaboration on writing in Viber groups and the class blog had assisted them greatly in their writing task.

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The Effect of Collaboration on Iranian EFL Learners’ Writing Accuracy

Cited by 32 publications

References 19 publications

Cloud-Based Collaborative Writing to Develop EFL Students’ Writing Quantity and Quality

Cloud-Based Collaborative Writing to Develop EFL Students’ Writing Quantity and Quality

Investigating the Effect of Anxiety of Male and Female Iranian EFL Learners on their Writing Performance

Collaborative Blended Learning Writing Environment: Effects on EFL Students’ Writing Apprehension and Writing Performance

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