Using Cooperative Group Feedback and Cooperative Group Writing in Writing Classes

Subject Areas : آموزش زبان انگلیسی

حمید  مرعشی ¹ (گروه انگلیسی، واحد تهران مرکزی، دانشگاه آزاد اسلامی ،تهران، ایران)
سحر  حسینی ² (گروه انگلیسی، واحد تهران مرکزی، دانشگاه آزاد اسلامی ،تهران، ایران)

Received: 2020-08-29 Accepted : 2020-08-29 Published : 2020-01-01

Keywords: writing skill, Cooperative learning, cooperative group feedback, cooperative group writing,

Abstract :

The present study compared the effect of cooperative group feedback and cooperative group writing techniques in writing classes. Accordingly, 90 male and female intermediate English language learners sat for a sample piloted Preliminary English Test and 60 who scored one standard deviation above and below the mean were selected as the main participants. Both groups were taught the same course book. Moreover, they received the same hours of instruction and teaching aids in the same physical environment; therefore, the most significant point of departure in the two experimental groups in the present study was the form of writing practices presented in the classroom. One group underwent the cooperative group writing while the other the cooperative feedback procedure throughout the treatment period. The findings of this study based upon the results gained from an independent sample t-test run on the two groups’ posttest mean scores revealed that the participants’ L2 writing improved more significantly in the cooperative group writing class compared to the cooperative group feedback. The findings of this study may be contributory to EFL teachers and syllabus designers in the process of developing more efficient second language writing courses.

References:

Abu Seileek, A., & Abualsha’r, A. (2014). Using peer computer-mediated corrective feedback to support EFL learners’ writing. Language Learning and Technology, 18(1), 76-95.

Ahangari, S., & Samadian, Z. (2014). The effect of cooperative learning activities on writing skills of Iranian EFL learners. Linguistics and Literature Studies, 2, 121-130.

Alamis, M. M. P., (2010). Evaluating students’ reactions and responses to teachers’ written feedback. Philippine ESL Journal, 2, 40-57.

Amo, E., & Jareno, F. (2011). Self, peer and teacher assessment as active learning methods. Research Journal of International Studies, 18, 41-48.

Azizi, M., Nemati, A., & Estahbanati, N. T. (2017). Meta-cognitive awareness of writing strategy use among Iranian EFL learners and its impact on their writing performance. International Journal of English Language and Translation Studies, 5(1), 42-51.

Bashiri, A., & Shahrokhi, M. (2016). Improving writing proficiency, autonomy, and critical thinking ability through process-based writing instruction: A study of Iranian EFL learners. International Journal of Applied Linguistics and English Literature, 5(1), 232-244.

Bell, J. H. (1991). Using peer response groups in ESL writing classes. TESL Canada Journal, 8(2), 65-77.

Bifuh-Ambe, E. (2013). Developing successful writing teachers: Outcomes of professional development exploring teachers' perceptions of themselves as writers and writing teachers and their students' attitudes and abilities to write across the curriculum. English Teaching, 12(3), 137-148.

Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17, 102-118.

Breen, M. (1984). Process syllabus for the language classroom. In C.  J. Brumfit (Ed.), General English syllabus design ELT Document (pp. 47-60). Oxford: Pergamon Press.

Britton, J., Burgess, T., Martin, N., McLeod, A., & Rosen, H. (1975). The development of writing abilities (11–18). London: Macmillan.

Brookes, A., & Grundy, P. (1998). Beginning to write. Cambridge: Cambridge University Press.

Brown, H. D. (2004). Language assessment: Principles and classroom practices. New York: Pearson Education.

Candlin, C. N., & Hyland, K. (2014). Writing: Texts, processes and practices. London: Routledge.

Carson, J. G., & Longhini, A. (2002). Focusing on learning styles and strategies: A diary study in an immersion setting. Language Learning, 52(2), 401-438.

Casanave, C. P. (2013). Controversies in second language writing: Dilemmas and decisions in research and instruction. Ann Arbor, MI: University of Michigan Press.

Caulk, N. (1994) Comparing teacher and student responses to written work. TESOL Quarterly, 28(1), 181-187.

Cazden, C. (1996). Selective traditions: Readings of Vygotsky in writing pedagogy. In D. Hicks (Ed.), Discourse, learning, and schooling (pp. 165-185). New York: Cambridge University Press.

Celce-Murcia, M. (1992). Formal grammar instruction: An educator comments. TESOL Quarterly, 26(2), 406-409.

Chim, H. (2015). Literature review of the cooperative learning strategy – student team achievement division (STAD). International Journal of Education, 7(1), 29-43.

Choudhury, I. (2002). Use of reciprocal peer tutoring technique in an environmental control systems course at an undergraduate level. Journal of Construction Education, 7(3), 137-142.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Erlbaum Associates.

Connor, U., & Asenavage, K. (1994). Peer response groups in ESL writing class. Journal of Second Language Writing, 3, 257-276.

Corbett, E, P, J. (1996). Teaching composition: Where we've been and where we're going. In B. Leeds (Ed.), Writing in a second language: Insights from first and second language teaching and research (pp. 2-9). New York: Longman.

Curtis, A. (2001). Hong Kong student teachers’ responses to peer group process writing. Asian Journal of English Language Teaching, 2, 129-143.

Diaz, D. M. (1991). Writing, collaborative learning, and community. College ESL, 1, 19-24.

Dixon-Krauss, L. (1996). Vygotsky in the classroom: Mediated literacy instruction and assessment. White Plains, NY: Longman.

Dobao, F. A. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing, 21, 40-58.

Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal, 63(2), 97-107.

Enginarlar, H. (1993). Student response to teacher feedback in EFL writing. System, 21, 193-204.

Evans, C. (2015). Students' perspectives on the role of peer feedback in supporting learning. Journal of Cognitive Education and Psychology, 14(1), 110-125.

Farrah, M (2012). The impact of peer feedback on improving the writing skills among Hebron university students. An-Najah University Journal of Research (Humanities), 26(1), 180-210.

Ferris, D. R., & Hedgcock, J. (2004). Teaching ESL composition: Purpose, process, and practice. London: Routledge.

Frear, D. (2009). The effects of focused and unfocused direct corrective feedback on a new piece of writing. College English: Issues and Trends, 3, 57-72.

Furneaux, C. (1999). Recent materials on teaching writing. ELT Journal, 53(1), 56- 61.

Ghani, M., & Tahira, A. (2012). Effects of teacher and peer feedback on students’ writing at secondary level. The Journal of Educational Research, 15(2), 43-62.

Harmer, J. (2006). The practice of English language teaching. London: Pearson.

Hasan, M. K., & Akhand, M. M. (2010). Approaches to writing in EFL/ESL context: Balancing product and process in writing class at tertiary level. Journal of NELTA, 15(1-2), 77-88.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

Hinkel, E. (2015). Effective curriculum for teaching L2 writing: Principles and techniques. London: Routledge.

Hyland, K. (2015). Teaching and researching writing. New York: Routledge.

Hyland, K. (2016).  Methods and methodologies in second language writing. System, 59, 116-125.

Hyland, K., & Hyland, F. (2006). Feedback in second language writing: Contexts and issues. Cambridge: Cambridge University Press.

Johnson D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company.

Johnson, D. W., Johnson, R. T., & Stanne, B. (2000). Cooperative learning methods: A meta-analysis. University of Minnesota, MN: Cooperative Learning Center.

Jou, Y. J. (2008). The application of cooperative learning in novel teaching. Sterile Technology, 42(2), 25-43.

Kennedy, M. L. (1998). Theorizing composition: A critical sourcebook of theory and scholarship in contemporary composition studies. Westport, CT: Greenwood Press.

Keshavarz, S. M., Shahrokhi, M., & Talebi Nejad, M. R. (2014). The effect of cooperative leaning techniques on promoting writing skill of Iranian EFL learners. International Journal of language Learning and Applied Linguistics World, 5(1), 78-90.       

Kessler, C. (1992). Cooperative language learning: A teacher’s resource book. Englewood Cliffs, NJ: Prentice Hall.

Khabiri, M, & Firooz, M. (2012). The comparative effect of practicing cooperative learning and critical thinking on EFL learners’ writing. Issues in Language Teaching, 1(2), 371-394.

Kirk, T. (2001). Cooperative learning: The building blocks. Improving Schools, 4, 28-35.

Lei, C. (2012). Relations among peer feedback, writing performance and writing improvement: Evidence from a writing class in China. Reflecting Education, 8(1), 10-23.

Li, M. P., & Lam, B. H. (2013).Cooperative learning. Hong Kong: Hong Kong Institute of Education.

Lightbown, P. M., & Spada, N. (1990). How languages are learned. Oxford: Oxford University Press.

Leki, I. (2006). You cannot ignore: Graduate L2 students’ experience of and response to written feedback practices within their disciplines. In K. Hyland & F. Hyland (Eds.), Feedback in ESL writing: Contexts and issues (pp.35-58). Cambridge: Cambridge University Press.

Mandal, R. R. (2009). Cooperative learning strategies to enhance writing skill. Journal of Applied Linguistics, 2(1), 93-102.

Mangelsdorf, K. (1992). Peer reviews in the ESL composition classroom: What do the students think? ELT Journal, 46, 274-284.

Marashi, H., & Baygzadeh, L. (2010). Using cooperative learning to enhance EFL learners’ overall achievement. Iranian Journal of Applied Linguistics, 13(1), 73-98.

Marashi, H., & Khatami, H. (2017). Using cooperative learning to boost creativity and motivation in language learning. Journal of Language and Translation, 7(1), 43-58.

Marefat, F. (2007). Multiple Intelligences: Voices from EFL writing class. Journal of Research on Issues of Education, 32, 145-162.

Matsuda, P. K. (2003). Second language writing in the twentieth century: A situated historical perspective. In B. Kroll (Ed.), Exploring the dynamics of second language writing (pp. 15-34). New York: Cambridge University Press.

Marzban, M., & Mojtahedzadeh, S. (2014). Collaborative negotiated feedback versus teacher-written feedback: Impact on Iranian intermediate EFL learners’ writing. Theory and Practice in Language Studies, 4 (2), 293-302.

Meng, J. (2010). Cooperative learning method in the practice of English reading and speaking. Journal of Language Teaching and Research, 1(5), 701-703.

Meyers, A. (2008). Writing with confidence: Writing effective sentences and paragraphs. London: Pearson.

Mo, J. (2005). An exploratory study of conducting peer review among Chinese college students. CELEA Journal, 28(6), 43-48.

Moattarian, A., & Tahririan, M. (2013). Communication strategies used in oral and written performances of EFL learners from different proficiency levels: The case of Iranian university students. Sheikhbahaee EFL Journal, 2(1), 21-37.

Nation, I. S. P., & McAlister, J. (2010). Language curriculum design. New York: Routledge.

Nunan, D. (1991). Language teaching methodology. London: Prentice Hall.

Porto, M. (2016). Cooperative writing response groups: Revising global aspects of second-language writing in a constrained educational environment. Journal of Further and Higher Education, 40(3), 293-315.

Ranta, L., & Lyster, R. (2007). A cognitive approach to improving immersion students’ oral language abilities: The awareness–practice–feedback sequence. Cambridge: Cambridge University Press.

Rao, Z. (2007). Training in brainstorming and developing writing skills. ELT Journal, 61, 100-105.

Richards, J. C., & Farrell, T. S. (2011). Practice teaching: A reflective approach. Cambridge: Cambridge University Press. 

Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press.

Saeidi, M., & Karvandi, F. (2014).The relationship between EFL learners' multiple imtelligences and their performance on reasoning-gap writing task. International Journal of Language Learning and Applied Linguistics World, 5(2), 189-202.

Sessa, V. I., & London, M. (2006).Continuous learning in organizations: Individual, group, and organizational perspectives. Mahwah, NJ: Lawrence Erlbaum Associates.

Shehadeh, A. (2011). Effects and student perceptions of collaborative writing in L2 .Journal of Second Language Writing, 20, 286-305.

Silva, T. (1990). ESL composition instruction: Developments, issues and directions. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 21-32). New York: Cambridge University Press.

Slavin, R. E. (1995).Cooperative learning: Theory, research, and practice. Boston, MA: Allyn & Bacon.

Slavin, R. E. (2011). Instruction based on cooperative learning. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 344-360). New York: Taylor & Francis.

Stevens, R. J. (2003). Student team reading and writing: A cooperative learning approach to middle school literacy instruction. Educational Research and Evaluation, 9(2), 137-160.

Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14, 153-173.

Storch, N. (2017). Peer corrective feedback in computer-mediated collaborative writing. In E. Kartchava (Ed.), Corrective feedback in second language teaching and learning: Research, theory, applications, implications (pp. 66-79). New York: Taylor & Francis.

Syafini, B. I., & Tenku nor Rizan, T, M, M. (2005). The effects of cooperative learning in enhancing writing performance. Semantics Scholar, 2, 400-434.

Ting, M., & Quian, Y. (2010). A case study of peer feedback in a Chinese EFL writing classroom. Chinese Journal of Applied Linguistics, 44(3), 88-98.

Topping, K. E. Smith, I., Swanson, & Elliot, A. (2000) Formative peer assessment of academic writing between postgraduate students. Assessment and Evaluation in Higher Education, 25(2), 149-169.

Vohs, K. D., & Ciarocco, N. J. (2004). Interpersonal functioning requires self-regulation (pp. 392-407). In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory, and applications. New York: Guilford.

Yaghubi, A., & Ghanei, H. (2015). The effect of peer feedback on cohesion improvement in writing skill among EFL learners. International Journal of Language Learning and Applied Linguistics World, 8(2), 103-113.

Wang, T. P. (2009). Applying Slavin’s cooperative learning techniques to a college EFL conversation class. The Journal of Human Resource and Adult Learning, 5(1), 112-120.

Weigle, S. C. (2002). Assessing writing. Cambridge: Cambridge University Press.

Widdowson, H. G. (1990). Aspects of language teaching. Oxford: Oxford University Press.

Yu, S., & Lee, I. (2016). Exploring Chinese students’ strategy use in a cooperative peer feedback writing group. System, 58, 1-11.