Unlocking Potential: Exploring the Enduring Impact of Collaborative Writing on Lower-Proficiency EFL Learners
保存先:
| 出版年: | Educational Process: International Journal vol. 15 (2025), p. e2025184 |
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UNIVERSITEPARK Limited
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| 主題: | |
| オンライン･アクセス: | Citation/Abstract Full text outside of ProQuest |
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| 抄録: | 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. |
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| ISSN: | 2147-0901 |
| ソース: | ERIC |