Effects of Web 2.0-Based Collaborative Writing on Students’ Essay Writing Performance and Motivation: A quantitative methods study

Aim/Purpose: In this study, the authors examine how an online word processing tool can be used to encourage participation among students of different language back-grounds, including English Language Learners. To be exact, the paper discusses whether student participation in anonymous collaborative writing via Google Docs can lead to more successful products in a linguistically diverse eighth-grade English Language Arts classroom. Background: English Language Learners (ELLs) make up a considerable portion of elementary and secondary public school students, as language and ethnic diversity has become the norm in the United States. The research literature finds that ELLs are statistically behind their monolingual peers on such key language and academic development indicators as writing. Educators and researchers then turn to collaborative writing with the assistance of online technology. Although it is shown in literature to be a worthwhile endeavor for students of all ages and ability levels, no studies have investigated the differences it makes, namely, in comparison to traditional face-to-face collaboration in the classroom, and to anonymous online collaboration in the virtual space. Methodology: Through face-to-face, online, and anonymous writing activities, a rubric, and a survey, this quantitative study asks if anonymous collaborative writing, com-pared to other modalities, equalizes participation among students of varying language fluencies, and if anonymous collaborative writing, compared to other modalities, affect student comfort levels. Contribution: This builds on research of online collaborative writing tools and suggests that using such tools (Google Docs in particular) is beneficial, especially for students who are building their language abilities. The study further reveals varied degree of success and student comfort level in participating writing tasks in three modalities. Findings: We ascertain that students of varying language fluencies participated more equally when they were able to remain anonymous. Face-to-face writing exhibited the highest overall scores, and students enjoyed working on Google Docs. Recommendations for Practitioners: Future and current teachers are encouraged to be open to new technologies and be creative in the use of technology to facilitate student learning. They should have the opportunity to participate in the discussion on how, not if, integrating technology impacts the cognitive, social, and cultural dimensions of teaching. Recommendation for Researchers: After this initial quantitative study on students’ reactions to various modalities of technology-supported writing formats, the next questions to ask may be how students were engaging in dialogues during face-to-face sessions or chat features of Google Docs trials, and what types of edits students are making. Researchers should turn their focus on secondary school classrooms where there is an increasing impact of technology-assisted collaborative writing on student learning and teaching pedagogy. Impact on Society: As online technology has become an integral part of daily life, it is beneficial to educators, policy makers, and classroom teachers to understand how technology can be integrated in writing programs and to what extent the integration can help boost student motivation and participation. Future Research: More longitudinal research on online assisted collaborative writing and addi-tional quantitative data are needed to further understand the complexities of the writing process in-group online writing and the nature of collaboration.

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

Peer collaboration is an essential part of learning in mixed‐age (M‐A) classrooms, and the same applies to writing and learning grammar in the secondary school curriculum. Although a growing body of research has shown language learning benefits of collaborative writing (CW), only very few have been conducted with secondary school students. Studies into the role and impact of age grouping in foreign language (FL) learning are scarce. To fill these gaps, this study explored to what extent and how collaborative writing aids individual students’ learning of reported speech as assessed by a practice test one week later. The participants were 12‐ to 15‐year‐old students ( N = 28) of English as a foreign language (EFL). The analysis of audio recordings of students’ interactions and their written use of reported speech (RS) has shown that the learning benefits gained for the younger and the older learners remain limited. The pedagogical implications of these findings are discussed.

In this study, the researcher used a 5 scale scoring rubric employed by McCann (1989) and Nussbaum and Kardash (2005) as a tool to gauge the overall quality of 60 first year students’ writing tasks. The researcher also used a questionnaire to measure the level of students’ writing anxiety. Moreover, a semi structure interview is used to investigate the writing difficulties encountered by Thai EFL law students. The results of students’ writing tasks provided the valuable understandings that would assist Thai EFL teachers to understand their students’ weaknesses. Such valuable description can be used to help Thai EFL teachers improve their teaching activities to meet the demands of their students to develop their writing competences (Flower - Hayes, 1981; Leighton - Gierl; 2007). Knowledge about university students’ difficulties with writing is not sufficiently descriptive to effectively identify the right features of students’ problems with writing. There is a critical need to know more about the difficulties experienced by Law students, when they compose essays, in order to assess the overall quality of the Law students’ writing essays. A 5 scale scoring rubric employed by McCann (1989) and Nussbaum and Kardash (2005) was adopted to gauge the overall quality in this research study. Findings revealed that Law students’ writing tasks had weaknesses on various aspects, which lead to ineffective writing. Moreover, Law students experienced the high level of writing anxiety which prevent writing essays effectively.

Collaborative writing is widely recognized for its benefits in enhancing linguistic competence, critical thinking, and social interaction in EFL contexts. Despite numerous studies highlighting these advantages, a gap remains in how collaborative writing competence can be systematically assessed and practically applied in classroom settings. This study aims to empirically validate a Collaborative Writing Competence Framework (CWCF) comprising five key dimensions: communication, coordination, creativity, responsibility, and reflection. A quantitative research design involved 103 Indonesian undergraduate EFL students enrolled in an Essay Writing course. Data were collected using a Likert-scale questionnaire and analyzed through Confirmatory Factor Analysis (CFA). The model demonstrated a good fit (χ² = 86.528, df = 81, p = .317; CMIN/DF = 1.068; RMSEA = 0.026; CFI = 0.992), with acceptable reliability (Cronbach’s α = 0.719–0.807) and convergent validity (AVE = 0.501–0.673). Creativity emerged as the most influential factor in collaborative writing competence. The validated CWCF offers actionable insights for EFL instruction: structured peer discussions, guided brainstorming, and task delegation can enhance collaboration, while integrating self- and peer-assessment fosters responsibility and reflection. Digital platforms such as Google Docs may also support real-time coordination and feedback. The CWCF thus serves as both an assessment instrument and pedagogical tool, paving the way for more effective collaborative writing practices in EFL classrooms.

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.

Self-efficacy in writing is an important factor for a student-writer to accomplish a writing task. However, not all studies show that writing self-efficacy and writing achievement are positively related. The purpose of the study is to find out 1) the writing self-efficacy level of the second-year students of an English education study program in one of the private universities in Pasuruan Regency, East Java, Indonesia, and 2) the correlation between students’ writing self-efficacy and their writing performance. The research uses a correlational design. The sample of the research was fifty students of English study program from one of private universities in Pasuruan regency, Easyt Java, Indonesia. The instrument used to collect the data was the writing self-efficacy questionnaire developed by Prickel in 1994, test, Primary Trait Scoring (PTSG) rubric, and documentation of the student's essay. The questionnaire consists of 25 items about self-efficacy in writing with a five-point scale of answers. The result shows that the students’ self-efficacy level mainly falls in the moderate category (58%), while the rest fall in the high category (42%). The result of the correlation analysis shows that there is no correlation between the students’ writing self-efficacy and their writing achievement (r= -.020, n = 50, p = .892). The result implies that writing teachers should continuously foster their students' writing self-efficacy by giving them sufficient practice opportunities, offering constructive feedback, as well as providing emotional and psychological support in time of difficulties.

The use of digital tools in mathematics lessons has recently gained in significance, especially because of ongoing technical developments. Particularly in the context of mathematical modelling, digital tools have become more and more important. They have been deployed for many years and are currently being intensively discussed from a didactical point of view. This paper discusses to what extent modelling processes using digital tools can be described theoretically, and surveys significant empirical findings in this field. Based on a quantitative control study with 709 students, we especially investigated the competence of mathematising. We compared the competence development of a test-group that worked with digital tools, to a control-group that worked with paper and pencil on the same tasks during a four-lesson intervention on geometric modelling tasks. We find a comparable improvement of mathematising in both groups. This competence development was also investigated in relation to the influence of attitudes towards the software used and program-related self-efficacy. We find program-related self-efficacy, but not attitudes towards the used software, to be a significant predictor of the gain in competency. These results are discussed with respect to different performance studies examining the use of dynamic geometry software.

In the previous study, a checklist was developed to assess the readiness of healthcare organizations to introduce innovative medical technologies; this study continues that work. Objective. To perform expert validation of the checklist and assess the importance of factors of the index of innovative readiness of a healthcare organization. Material and methods. The object of the expert evaluation was a checklist for assessing 17 factors that determine the readiness of a healthcare organization to introduce innovations. Sixty-five experts completed an expert questionnaire, and assessed the significance of each factor in points from 1 to 5, where 1 point was the lowest significance and 5 points was the highest. The average score for each factor, standard deviation, Kendall’s coefficient of concordance (W), and Cronbach alpha coefficient were calculated to determine the internal consistency of the expert questionnaire. The non-parametric Friedman test was used to assess the statistical significance of the differences (threshold significance level p<0.05). Results. The factor “Readiness and interest of the management of a healthcare organization” had the highest average significance (4.133 points; the total weight coefficient was 1.160). Next in descending order of importance were “Availability of all necessary consumables” (3.933 points; total weight coefficient 1.156), “Availability of the necessary “heavy” equipment,” and “In the absence of the necessary equipment, the possibility of its acquisition within 6 to 12 months” (each received an estimate of 3.911 points; total weight coefficient 1.258). Kendall’s coefficient of concordance W was 0.29548 (p<0.000001), Cronbach alpha coefficient was 0.93241. The validity of the previously proposed interpretation of the index of innovation readiness of the settings was confirmed by 56 of 65 experts (86.15%). A healthcare organization is recognized as ready to introduce innovative medical technology with an index of 8 points or more. Positive answers must be obtained for at least one item from each section, and one more positive answer should be given for any additional item. Fifty-nine (90.77%) out of 65 experts considered the proposed index of innovation readiness of the settings and the checklist for its calculation to be valid and ready for practical use. Conclusion. The checklist developed and validated by experts is a new tool for planning the introduction of new medical technologies in healthcare organizations.

Background: Dental and oral health is a part that cannot be separated from health in other organ systems (systematic health). One of the efforts to increase motivation and knowledge of dental and oral health among students is through counseling whose results are expected to increase children's knowledge and motivatio. It's just that many of those responsible for improving the level and education still use old or conventional methods, so there are not a few targeted activity targets that are not achieved. Objective: Knowing the effect of counseling with video media in an effort to increase motivation and knowledge of dental and oral health in grade VII students of SMPN 3 Gegesik Cirebon Regency. Method: The type of research used is quasy experiment with pre and post test design. The sample in this study was grade VII students at SMPN 3 Gegesik Cirebon Regency, totaling 31 measurements taken before and after counseling using a motivational questionnaire and knowledge of dental and oral health. Measurements were carried out before and after counseling using motivational questionnaires and knowledge of dental and oral health. Results: There is a difference between the average posttest and pretest results from Sig. (2-tailed) which is said to be significant because it has a sig value > 0.05, namely 0.000 indicating that the group has a different significance level of 5%. The motivational value obtained from the posttest data is higher than the pretest as evidenced by the posttest mean value of 78.35 and the pretest mean value of 60.38. While the value of Knowledge obtained the mean pretest result of 55.64 and the mean posttest value of 75,90. Conclusion: There is an effect of increasing motivation and knowledge after being given counseling with the media, namely the posttest data analysis is higher than the pretest. This is in accordance with the value of the posttest learning outcomes is higher than the pretest learning outcomes.

The integration of digital learning tools is increasingly shaping modern education, driven by technological advancements and the need for interactive teaching methods. These tools are believed to enhance student engagement and motivation, particularly in foundational subjects like Science and Social Studies. This study examines the relationship between digital learning tools and student motivation among Grade 3 learners, employing a non-experimental, cross-sectional survey design with 30 participants from two elementary schools. The research assesses two key variables: the use of digital learning tools and student motivation levels, measured through a standardized motivation questionnaire, classroom records, and teacher reports. Findings reveal a statistically significant association between digital tool usage and higher motivation levels (p = 0.006). The odds ratio of 4 suggests that students using digital tools are four times more likely to exhibit high motivation than those relying on traditional methods. These results highlight the potential of digital learning tools to enhance student engagement and underscore the need for their integration into educational practices. However, the study acknowledges its limitations, such as its cross-sectional design. Despite this, the findings provide valuable insights for educators and policymakers seeking to improve teaching strategies and student outcomes through technology integration in elementary education.

Background In the field of pharmacist intervention research it is often difficult to conform to the rigorous requirements of the "true experimental" models, especially the requirement of randomization. When randomization is not feasible, a practice based researcher can choose from a range of "quasi-experimental designs" i.e., non-randomised and at time non controlled. Objective The aim of this article was to provide an overview of quasi-experimental designs, discuss their strengths and weaknesses and to investigate their application in pharmacist intervention research over the previous decade. Results In the literature quasi experimental studies may be classified into five broad categories: quasi-experimental design without control groups; quasi-experimental design that use control groups with no pre-test; quasi-experimental design that use control groups and pre-tests; interrupted time series and stepped wedge designs. Quasi-experimental study design has consistently featured in the evolution of pharmacist intervention research. The most commonly applied of all quasi experimental designs in the practice based research literature are the one group pre-post-test design and the non-equivalent control group design i.e., (untreated control group with dependent pre-tests and post-tests) and have been used to test the impact of pharmacist interventions in general medications management as well as in specific disease states. Conclusion Quasi experimental studies have a role to play as proof of concept, in the pilot phases of interventions when testing different intervention components, especially in complex interventions. They serve to develop an understanding of possible intervention effects: while in isolation they yield weak evidence of clinical efficacy, taken collectively, they help build a body of evidence in support of the value of pharmacist interventions across different practice settings and countries. However, when a traditional RCT is not feasible for logistical and/or ethical reasons researchers should endeavour to use the more robust of the quasi experimental designs.

Digital Humanities is a burgeoning field where traditional ink converges into digital pixels. Descending from the field of computing humanities data, the scholarly activity continues to produce innovative projects. As far as digital pedagogy is considered, the 2012 edition of Debates in the Digital Humanities shed light on the state of pedagogy as a neglected stepchild of Digital Humanities. But with technological innovations, various digital pedagogical tools have emerged in the past decades. Post Covid-19 lot of digital pedagogical tools have been recognized by educators as part of teaching methodologies. In India, teaching methodologies have evolved to a significant degree from traditional teaching to digital classrooms. Lot of innovative methodologies are employed by the faculties to enhance students’ learning and performance. English Literature is one of the most sought out humanities programs offered in Indian Education Institutions. When it comes to Literature teaching, professors employ various teaching methodologies including e- teaching, where digital tools are being employed. The paper aims to establish Wattpad, a digital platform for writing and reading stories, as a pedagogical tool for English Literature in India. This digital storytelling platform provides a space for the students’ literary expression where they can read and write literary pieces and get real time feedback from users which boosts interactivity. By using this digital pedagogical tool English Literature students are encouraged to apply their literary skills by employing what they have learnt during their course to produce literary works.

The study determined the effect of interaction pattern approach on secondary students’ achievement in Chemistry. The study was carried out in Awka South Local Government Area of Anambra State. The study employed a quasi-experimental research design. Specifically, the pre-test, post-test non-equivalent control group design was used. A sample size of 112 (45 male & 67 female) out of the 1,522 senior secondary two (SS2) Chemistry students was selected using purposive and simple random sampling techniques. A 50 multiple-choice objective items Chemistry Achievement Test (CAT) developed by the researchers was the instrument used for data collection. The reliability index of 0.92 was obtained for CAT using Kendall’s Coefficient of Concordance (w). Data were analysed mean and standard deviation to answer the research questions and Analysis of Covariance (ANCOVA) to test the hypotheses at 0.05 level of significance. The findings of the study revealed that interaction pattern approach (IPA) significantly improves students’ achievement in Chemistry than the conventional lecture approach (CLA). Gender has no significant influence on students’ achievement in chemistry when taught using IPA. Also, there is no significant interaction effect of instructional approaches and gender on students’ achievement in chemistry. Based on the findings, it was recommended that chemistry teachers should make use of IPA to improve students’ achievement in the subject and promote gender friendly chemistry teaching and learning.

Students' learning motivation in one of the high schools at Southern OKU is still categorized as low. Based on the results of observation and interview, the cause of low student learning motivation because the teacher does not use the learning model or teaching methods that exist in the teaching and learning process so that students feel bored and saturated. Based on these problems, this study aims to determine whether there is influence of learning model experiential learning on learning motivation. This research was conducted in May 2017. The research method used is experimental method with the research design used is quasi experimental design. Population in this study was all students of class X consisting of 3 classes there are X1, X2, X3 with the number of each class on average 37 students. Class X3 is as experiment class and X1 as control class. Sampling is done by purposive sampling technique. Data collection is using motivation questionnaire as primary data and observation of student learning motivation as secondary data. The results showed that H0 rejected Ha accepted so that the hypothesis states that experiential learning model influence on learning motivation.