Unlocking Potential: Exploring the Enduring Impact of Collaborative Writing on Lower-Proficiency EFL Learners
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| Publicado en: | Educational Process: International Journal vol. 15 (2025), p. e2025184 |
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| Autor principal: | |
| Publicado: |
UNIVERSITEPARK Limited
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| Materias: | |
| Acceso en línea: | Citation/Abstract Full text outside of ProQuest |
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| 001 | 3237403082 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2147-0901 | ||
| 035 | |a 3237403082 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a EJ1475879 | ||
| 100 | 1 | |a Aldossary, Khaled | |
| 245 | 1 | |a Unlocking Potential: Exploring the Enduring Impact of Collaborative Writing on Lower-Proficiency EFL Learners | |
| 260 | |b UNIVERSITEPARK Limited |c 2025 | ||
| 513 | |a Article Report | ||
| 520 | 3 | |a Background/purpose: This study investigated the short-term and long-term impact of collaborative writing on lower-proficiency English as a foreign language (EFL) students in Saudi Arabia. It investigated whether co-authoring enhanced the writing standard, which areas effectively evolved and how effectively the students retained their writing skills in the long run. Materials/methods: A quasi-experimental design was adopted, with 28 male Saudi university students enrolled in a Writing I course. Participants witnessed the eight-week collaborative writing process, took a post-test, and then took a delayed post-test after a one-month interval. Essay writing fluency was measured with the ESL Composition Profile, while paired t-tests and ANOVA were conducted to compare writing performance changes. Results: Collaborative writing led to better content development, organization, and word choice. Nevertheless, the results for grammatical accuracy and mechanics revealed low retention in the delayed post-tests, indicating more reinforcement was needed. In addition, students who had lower initial writing skills made the highest gains but showed the greatest decay in skills later on. Conclusion: Collaborative writing appeared to have a positive impact on the development of EFL writing skills; however, it is important to have organized peer feedback and long-term writing practice. Further research is needed to determine whether using digital tools to support collaborative writing can increase long-term retention. | |
| 651 | 4 | |a Saudi Arabia | |
| 653 | |a Collaborative Writing | ||
| 653 | |a Writing Instruction | ||
| 653 | |a English (Second Language) | ||
| 653 | |a Second Language Learning | ||
| 653 | |a Comparative Analysis | ||
| 653 | |a Essays | ||
| 653 | |a Language Proficiency | ||
| 653 | |a Reinforcement | ||
| 653 | |a Standards | ||
| 653 | |a Writing Processes | ||
| 653 | |a Profiles | ||
| 653 | |a Writing Improvement | ||
| 653 | |a Writing Skills | ||
| 653 | |a Peer Evaluation | ||
| 653 | |a Undergraduate Students | ||
| 653 | |a Language Usage | ||
| 653 | |a Grammar | ||
| 653 | |a Accuracy | ||
| 653 | |a Punctuation | ||
| 653 | |a Foreign Countries | ||
| 773 | 0 | |t Educational Process: International Journal |g vol. 15 (2025), p. e2025184 | |
| 786 | 0 | |d ProQuest |t ERIC | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3237403082/abstract/embedded/J7RWLIQ9I3C9JK51?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u http://eric.ed.gov/?id=EJ1475879 |