Collaborative Writing Factors Affecting English as a Foreign Language Student Writing Performance

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Dades bibliogràfiques
Publicat a:	International Journal of Virtual and Personal Learning Environments vol. 15, no. 1 (2025), p. 1
Autor principal:	Chu, Phe
Publicat:	IGI Global
Matèries:	Language Collaboration College students Classroom communication Student writing Learning theory English as a second language Foreign language learning Foreign languages Second language learning theories Feedback Teachers Second language writing Students Colleges & universities Peers Collaborative learning Attitudes English as a second language instruction Writing Models Peer relationships Environmental aspects Learning Academic achievement English language Statistics Literature Reviews Student Centered Curriculum Control Groups Influence of Technology Active Learning Experimental Groups Course Organization Researchers Learning Theories Language Acquisition English (Second Language) Periodicals Cooperative Learning Second Languages Environmental Influences Authors Socioeconomic Background Beliefs Collaborative Writing Language Proficiency Process Approach (Writing) Outcomes of Education Learner Engagement Methods Research Individual Characteristics
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Descripció
Resum:	This study determines collaborative writing factors affecting English as a foreign language (EFL) students' writing performance (WP). The model draws on Bandura's social cognitive learning theory, focusing on environmental factors, individual beliefs, and behavioral factors. The questionnaires were delivered to 85 EFL students at a university in Vietnam. The statistics show that the standardized root mean squared residual index is .060, meaning a good model fit. In particular, the path regressions indicate that WP is affected directly by behavioral factors (63.7%) and indirectly by environmental factors (61.4%) and individual beliefs (24.1%). Regarding the collaborative writing environment, WP is indirectly affected by interaction with peers (37.3%), interaction with teachers (16.6%), and attitude toward the course (12.3%); however, the indirect effect of the use of technology on WP is not statistically significant. Finally, the author discusses some major administrative measures to stimulate causative factors, which will improve EFL students' WP.
ISSN:	1947-8518 1947-8526
DOI:	10.4018/IJVPLE.368035
Font:	Computer Science Database