A Model of Collaborative Writing Technique to Enhance Students’ Writing Fluency

This study investigates the effect of using Google Docs online learning media in conjunction with collaborative writing strategies on high school students' writing skills. The study took place at Surabaya's high schools, with 16 tenth-grade students participating. The research is a pre-experimental design with a one-group pretest and posttest design. The study's design involved only one class in the treatment of Google Docs media in collaborative writing. The first research question focused on implementing Google Docs and collaborative writing activities in the learning process conducted by a teacher and students. The findings were determined from observational sheets. Further research findings for the second research question, which were derived from students’ pre-test and post-test scores, were examined using t-tests and presented quantitatively. Additionally, questionnaires were used to determine students' perceptions of the use of Google Docs as a collaborative medium in their writing studies. According to research findings, students' scores improved significantly following treatment compared to their pre-treatment scores. Cohen's d was used to determine the magnitude of the effects created by this study, and it was discovered that the effects were quite significant. The results for the second research question indicated that the learning process was done successfully. Students' attitudes towards the treatment also showed that most groups performed well during the activity. Furthermore, the third research question results indicated that the combination of Google Docs and collaborative writing methods elicited favorable responses from students. Thus, collaborative writing strategies utilizing Google Docs as a medium can assist Senior High School students in writing more effectively.

Collaborative writing is used as a therapeutic technique in poetry therapy groups. This article describes a study on the effect of collaborative writing on cohesion in poetry therapy groups with 33 graduate students. Participants were randomly assigned to poetry therapy control groups without collaborative writing or experimental groups with collaborative writing. After six sessions, posttest scores on the Group Environment Scale (Moos & Hanson, 1974) indicated a significant difference in cohesion for those groups using collaborative writing. Previous research on collaborative writing and suggestions for future studies are discussed.

A problem that still persists in Collaborative Writing is the lack of use of relevant technology to counter lessened interaction and learning participations in developing writing skills effectively. To offset these difficulties, this study examines the use of Edmodo on students' collaborative writing. This study used a quasi-experimental study of 56 students, grade 10, Gresik, Indonesia, with two assigned classes of experimental and the control group, each containing of 28 students. The results of this study reveal that there is a significant influence of Edmodo on Collaborative writing, evidenced by the results of sig. (2-tailed) is 0,000 (lower than 0.05). Edmodo has proven to be a dependable means when merged with a Collaborative Writing strategy, and has also been attested to reassure student participation and interaction. Suggestions and further research basis are also presented, especially to innovative scholars as treasured opportunities for accompanying enquiry to pay more courtesy to the progress of Collaborative Writing which is increasingly unlocked to always re-join hearty users’ wants. Key Words : Collaborative, Writing, Edmodo,Technology, Course of Fusion

Writing is a key component of primary EFL education and the way it is taught can influence pupils’ language learning. To enhance written and overall proficiency, collaborative writing (CW) has been advocated, but few CW studies include teachers of young learners. Their views on writing instruction are relevant to consider, since they can have an impact on classroom teaching and pupils’ progress in EFL. This study therefore adopts semi-structured interviews with 15 Swedish EFL teachers to explore their beliefs about how CW affects 10–12-year-olds’ EFL learning opportunities. A reflexive thematic analysis generated six themes, where perceived beneficial outcomes of CW concern vocabulary expansion, writing improvement, motivation and a decrease in foreign language anxiety. Constraints, according to the teachers, relate to grouping pupils to maximise linguistic gains and finding time for CW. The study concludes that the teachers believe CW to be a multifaceted approach that potentially supports young learners as EFL users in general and writers specifically.

Collaborative writing (CW) has been proven advantageous to enhance the second and foreign language skills of university students. However, little research to date has explored whether CW practices are fruitful for secondary school learners in foreign language (FL) contexts, a population characterized by low language proficiency levels, and few opportunities to engage with the FL. The present classroom-based study examines CW in this setting and aims to determine whether CW fosters language opportunities, operationalized as language-related episodes (LREs), which will allow learners in low-input scenarios to compose better texts. Two parallel intact classes were studied: a control group ( n = 16) which produced an argumentative essay individually, and an experimental group ( n = 16) which did so in pairs while recording their interactions. The findings revealed that the pairs produced shorter but more accurate and slightly more lexically and grammatically complex texts and obtained higher scores in content, structure and organization. Collaboration afforded students the opportunity to pool ideas, deliberate over language use, and provide each other with feedback (collective scaffolding). Most importantly, collaborating seemed to be beneficial for all intermediate secondary learners and, thus, a useful strategy for improving FL writing skills in the secondary school context.

This study investigates the impact of wiki-mediated collaborative writing (WMCW) on enhancing persuasive writing skills, 21st century skills, and writing self-efficacy of English for Specific Purposes (ESP) students, following the Vygotskian social-constructivist theory of learning. Two intact classes, comprising 79 ESP students, were randomly assigned to an experimental group ( n = 39) and a control group ( n = 40), respectively. Over a term of 12 two-hour sessions, the experimental group received wiki-mediated collaborative writing instruction, while the control group received non-wiki collaborative writing instruction. Data were collected through two timed persuasive writing tasks, a 21st century skills scale, a writing self-efficacy scale, and individual semi-structured interviews. The study employs a sequential exploratory mixed method, analyzing the quantitative data using paired samples and independent samples t- t ests, and applying language-related episodes and thematic analyses to analyze the qualitative data. The findings indicate that both wiki-mediated and individual writing groups (non-wiki collaborative writing) instructions improved ESP students’ performance in persuasive writing skills, 21st century skills, and writing self-efficacy. Furthermore, the ESP students in the wiki-mediated collaborative writing group outperformed those in the non-wiki collaborative writing group. The qualitative analysis reveals peer writing mediations in the wiki space that enhance the ESP students' writing content, organization, and language use. The pedagogical implications of the study are discussed.

Collaborative writing (CW) tasks require heightened Engagement with Language (EWL), as their learning potential has been shown to be mediated by the number of language-related episodes (LREs) or learners’ patterns of interaction. Recent research on CW with young populations has investigated different dimensions of EWL, but a holistic view of the three main aspects of EWL – social, cognitive and affective – is inexistent. This study tries to fill this gap and explores EWL in a group of 69 young Spanish EFL learners (ages 11–12) who completed a picture narration writing task in pairs. The three dimensions of EWL were analysed qualitatively and quantitatively by means of number of turns and LREs, patterns of interaction, and a semi-structured post-task interview. The results indicated that these learners were capable of correctly resolving different linguistic issues, but the extent to which they elaborated on these discussions was low, regardless of their pattern of interaction, which was either cooperative or collaborative most times. A collaborative pattern seemed to lead to more affective engagement and LREs, indicating certain interrelation between these three dimensions, although encouragement and support were seldom verbalised.

The relationship between collaboration processes, task strategies and the use of the tools and resources that the computer environment offers, may be crucial for the effects of computer supported collaborative learning. We are interested to find out how, within a computer environment, students collaborate, how they use the different tools we offer and how this influences the quality of the final product. A custom-made computer-supported environment (TC3) was implemented that enables pairs of high school students to collaborate in writing an argumentative essay. The essay had to be convincing and based on authentic information sources. TC3, a groupware program, offers the students as task related and communicative tools: a shared text editor, a chat facility, access to relevent sources of information and a private notepad. Furthermore, some facilities or tools were offered that might promote collaboration on the task: access to the chat history, adaptability of the display layout, marking and searching in information sources and counting the number of words in the shared text. From our analyses we may conclude that the tools and resources the students use during collaborative writing seem to reflect the writing strategies they adhere to and that the use of these tools and resources in the different phases of the collaborative writing process is related to the argumentative quality of the final product. Future research will focus on the effects of a adding tools for text planning and linearization to the TC3 environment on the coordination processes of collaborative writing.

The importance of peer review practice in writing courses has been strongly supported by pedagogical research due to its value in facilitating students’ writing progress. This study investigated college students’ experiences with different peer review modes in an academic writing course. We investigated three peer review modes: (i) face-to-face peer review (F2F), (ii) anonymous computer-mediated peer review (CMPR), where students provided feedback anonymously on an online platform, and (iii) blended peer review, where students conducted both F2F and CMPR. This study was guided by the question: What are students’ perceptions of and experiences with the three peer review methods? Three classes ( n = 66) enrolled in an academic writing course at a Singaporean university participated in this study. The three classes were assigned to the three peer review modes respectively over a semester. Surveys and interviews were administered to investigate students’ perceived usefulness of the feedback and their interactions with the reviewers. The findings show that students in all three groups were generally satisfied with the mode they were assigned to, but with a preference for the blended mode. The blended mode accommodates different learning needs by addressing the limitations of both F2F and CMPR and leveraging the merits of both modes. Several psychological and contextual factors were found to impact the effectiveness of peer review practices, including the closeness among peers, the presence of incentives, the functionality and affordances of an online peer-review platform, time constraint, and the instructions.

Second language (L2) research suggests that synchronous written corrective feedback (SWCF) in online collaborative writing tasks can help improve L2 linguistic knowledge and writing skills. Following the rise of online collaborative writing in the wake of the COVID-19 pandemic, this exploratory study examines L2 learners’ perceptions of receiving SWCF during collaborative writing tasks completed on an online text-editing platform (Google Docs) and mediated by videoconferencing (Zoom). Adult learners (N = 46) enrolled in advanced online French as a Second Language courses took part in two collaborative writing tasks, during which their teachers (N = 3) provided SWCF. Learners’ screen activity was recorded. After the experiment, a perception survey was distributed and selected participants took part in semi-structured interviews to further discuss their experience. Results indicate that learners viewed the provision of SWCF through computer-mediated communication as an effective way to improve their L2 writing compared to traditional, delayed written feedback. Pedagogical implications for the implementation of videoconferences collaborative writing tasks involving teacher SWCF are discussed.

The present study intends to investigate the effect of using a gamified platform called Classcraft on the individual L2 writing performance of Iranian university students of TEFL. For this purpose, a group of 120 male and female intermediate university students was assigned to three treatment groups as well as a control group, each containing 30 participants, in a quasi-experimental pretest/post-test design. The first experimental group benefited from both gamification and collaboration while interacting via the Classcraft platform to do the tasks. The second experimental group did the writing tasks individually via the same platform, while the third group practiced collaborative writing without gamification. Finally, the control group did the writing assignments without either gamification or collaboration. The results of the two-way ANCOVA revealed that the gamification factor significantly improved the writing performance of the students who utilized the gamified platform (i.e., the first and second experimental groups). However, the collaboration factor failed to exert a statistically significant impact on the scores of the participants who did the tasks jointly (i.e., the first and third experimental groups). The findings of this study can provide practical implications for language teachers, materials designers, and policy-makers in education.

English language teaching methods have been transforming to improve learners’ English language proficiency. Currently, effective teaching methods are essential for enhancing learners’ academic achievement. Despite the recognition of collaborative learning as a beneficial approach, research specifically investigating its effects on writing performance remains limited. Therefore, this study aimed to investigate the effects of collaborative writing on Ethiopian English as a Foreign Language students’ writing accuracy, fluency, and complexity performance; it is a crucial area in language pedagogy that has not been extensively examined. Employing a quasi-experimental design, the study selected a total of 86 students, with 43 participants from each of two grade 10 classes. One class was assigned to the experimental group, where students participated in collaborative writing activities. The other class served as the control group, receiving conventional writing instruction. The intervention was implemented over a 12-week period. Data were collected through pre- and post-writing tests, and the results of the pre and post writing performance tests were analyzed using descriptive statistics, an independent-samples t test, and ANCOVA. The results revealed a statistically significant difference between the experimental and control groups in writing accuracy and fluency. However, there was no statistically significant difference between the two groups in terms of writing complexity performance. The findings indicate some theoretical and pedagogical implications to enhance advancements in writing proficiency, and overall, the study concludes by offering suggestions for future research.

The present study aims to explore post-graduate EFL learners' perceptions, emotions, emotion regulation, and agentic engagement during an argumentative CW task. The procedure lasted around six weeks during which the post-graduate learners completed one argumentative task collaboratively. Data was collected through session evaluation forms, overall evaluation forms, critical incident analysis, as well as follow-up semi-structured interviews. For critical incident analysis, the learners were asked to identify the critical incidents they have experienced during the CW task and draw a plot of them. This enabled the leaners to see the process retrospectively. The session and overall evaluation forms provided substantial data regarding how the participants viewed CW process and what emotions they went through. Semi-structured interviews were conducted based on the critical incidents. Based on the findings, the study makes an overall evaluation of the applicability of CW at post-graduate level and proposes the flexible collaborative writing model based on the findings.

The present study examines the effect of group work and collaborative writing on EFL learners' writing ability at elementary level.Convenience sampling is used in this research.64 learners in two groups (treatment & control) participated in the study.The Learners in treatment group wrote their writings collaboratively while the other group wrote them individually.The writing samples were rated based on the TOEFL iBT task 2 writing scoring rubric (ETS, 2006).The results showed that both the treatment group and the control group improved significantly from the beginning to the end of the instruction as assessed through the use of two paired samples t tests (Treatment Group t(30) = -26.42,p = .000;Control Group t(32) = -15.70,p = .000).However, the two groups showed a significant difference in their posttest (t (62) = 2.64, p = .01).

This study aims to assess students' collaborative writing activities using Wiki as a tool, building upon the research conducted by Hadjerrouit. An optimized experimental plan was designed to enhance the research approach. The enhancements involved expanding the experimental sample size, implementing a control group, incorporating self-assessment links, and utilizing binary response formats. Prior to commencing the experiment, all participants underwent rigorous training and testing to mitigate potential confounding factors. Subsequently, the acquired experimental data was analyzed using the same methodology as Hadjerrouit to derive conclusive findings. Nevertheless, it is crucial to acknowledge that the outcomes may be influenced by participants' learning abilities and the duration of the experiment, despite the ideal nature of the experimental plan.