The Effects of Computer-Assisted Collaborative Writing, Collaborative Prewriting, and Individual Writing on Writing Anxiety and Attitude of Iranian EFL Learners
محورهای موضوعی : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)
Zahra Mohebati
1
(Ph.D. Student, Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran)
کلید واژه: Attitude, Collaborative writing, Collaborative prewriting, Individual writing, Writing anxiety,
چکیده مقاله :
The goal of this present mixed-methods study was to analyze how three different writing conditions (i.e., collaborative writing, collaborative prewriting, and individual writing) affected the performance and motivation levels of 53 Iranian EFL learners in a computer-mediated communication context. The data collection process encompassed several methods, including the administration of a background questionnaire, a writing anxiety scale, pretest and posttest writing performance assessments, audio-recorded reflections, and individual interviews. Analysis of the quantitative data involved one-way ANOVA and paired-samples t-test, while the qualitative data were carefully examined through a three-phase thematic analysis. The obtained results revealed that the collaborative writing group significantly surpassed the individual writing group on the posttest. In contrast, there was no correlation between collaborative writing and individual writing groups. Additionally, as a consequence of engaging in collaborative writing and prewriting within a computer-mediated communication context, the participants experienced a notable decline in their writing anxiety. Along with presenting further findings, the paper delves into the implications for teaching and learning and proposes future research opportunities.
The goal of this present mixed-methods study was to analyze how three different writing conditions (i.e., collaborative writing, collaborative prewriting, and individual writing) affected the performance and motivation levels of 53 Iranian EFL learners in a computer-mediated communication context. The data collection process encompassed several methods, including the administration of a background questionnaire, a writing anxiety scale, pretest and posttest writing performance assessments, audio-recorded reflections, and individual interviews. Analysis of the quantitative data involved one-way ANOVA and paired-samples t-test, while the qualitative data were carefully examined through a three-phase thematic analysis. The obtained results revealed that the collaborative writing group significantly surpassed the individual writing group on the posttest. In contrast, there was no correlation between collaborative writing and individual writing groups. Additionally, as a consequence of engaging in collaborative writing and prewriting within a computer-mediated communication context, the participants experienced a notable decline in their writing anxiety. Along with presenting further findings, the paper delves into the implications for teaching and learning and proposes future research opportunities.
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