The Effects of Computer-Assisted Collaborative Writing, Collaborative Prewriting, and Individual Writing on Writing Anxiety and Attitude of Iranian EFL Learners
Subject Areas : Journal of Language, Culture, and Translation
Zahra Mohebati
1
(Ph.D. Student, Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran)
Keywords: Attitude, Collaborative writing, Collaborative prewriting, Individual writing, Writing anxiety,
Abstract :
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.
Abdullah, M. Y., Hussin, S., & Shakir, M. (2018). The effect of peers’ and teacher’s e-feedback on writing anxiety level through CMC applications. International Journal of Emerging Technologies in Learning (Online), 13(11), 196.
Abrams, Z. I. (2019). Collaborative writing and text quality in Google Docs. Language Learning & Technology, 23(2), 22–42.
Al Abri, A., Al Baimani, S., & Al Bahlani, S. (2021). The role of web-based peer feedback in advancing EFL essay writing. Computer-Assisted Language Learning Electronic Journal, 22(1), 362-377.
Amiryousefi, M. (2017). The differential effects of collaborative vs. individual prewriting planning on computer-mediated L2 writing: Transferability of task-based linguistic skills in focus. Computer Assisted Language Learning, 30(8), 766–786. https://doi.org/10.1080/09588221.2017.1360361
Bailey, D. (2019). Conceptualization of second language writing strategies and their relation to student characteristics. The Journal of Asia TEFL, 16(1), 135-148. https://doi.org/10.18823/asiatefl.2019.11.1.9.135
Bhatti, A. M., Hussain, Z., Azim, M. U., & Gulfam, G. Q. (2023). Perceptions of ESL learners and teachers on writing difficulties in English language learning in Lahore. International Bulletin of Linguistics and Literature (IBLL), 6(3), 27-40.
Bhowmik, S., Hilman, B., & Roy, S. (2018). Peer collaborative writing in the EAP classroom: insights from a Canadian postsecondary context. TESOL Journal, 10(2). https://doi.org/10.1002/tesj.393
Bielak, J. (2022). To what extent are foreign language anxiety and foreign language enjoyment related to L2 fluency? An investigation of task-specific emotions and breakdown and speed fluency in an oral task. Language Teaching Research, 13621688221079319.
Bikowski, D., & Vithanage, R. (2016). Effects of web-based collaborative writing on individual L2 writing development. Language Learning & Technology, 20(1), 79-99.
Chen, W. & Hapgood, S. (2019). Understanding knowledge, participation and learning in l2 collaborative writing: a metacognitive theory perspective. Language Teaching Research, 25(2), 256-281. https://doi.org/10.1177/1362168819837560
Ebadijalal, M., & Moradkhani, S. (2023). Impacts of computer-assisted collaborative writing, collaborative prewriting, and individual writing on EFL learners’ performance and motivation. Computer Assisted Language Learning, 1-25.
Elabdali, R. (2021). Are two heads really better than one? A meta-analysis of the L2 learning benefits of collaborative writing. Journal of Second Language Writing, 52. https://doi.org/10.1016/j.jslw.2020.100788
Güvendir, E., & Uzun, K. (2023). L2 writing anxiety, working memory, and task complexity in L2 written performance. Journal of Second Language Writing, 60, 101016.
Heidarzadi, M., Barjesteh, H., & Mouziraji, A. N. (2022). Epistemological beliefs and writing self-efficacy as predictors of second language writing anxiety: a structural equation modeling approach. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.850243
Hosseinpour, N., & Biria, R. (2014). Improving Iranian EFL learners’ writing through task-based collaboration. Theory and Practice in Language Studies, 4(11), 2428-2435.
Hsu, H. C. (2019). Wiki-mediated collaboration and its association with L2 writing development: An exploratory study. Computer Assisted Language Learning, 32(8), 945–967. https://doi.org/10.1080/09588221.2018.1542407
Huang, X., Liu, X., Hu, Y., & Liu, Q. (2021, November). The effect of online collaborative prewriting via DingTalk group on EFL Learners’ writing anxiety and writing performance. In International Symposium on Emerging Technologies for Education (pp. 48-60). Cham: Springer International Publishing.
Khatib, M. and Meihami, H. (2015). Languaging and writing skill: the effect of collaborative writing on EFL students’ writing performance. Advances in Language and Literary Studies, 6(1). https://doi.org/10.7575/aiac.alls.v.6n.1p.203
Kim, Y. and Kim, T. (2021). Motivational languaging intervention for l2 learners: the differential effect of individual and group writing. Language Teaching Research, 28(3), 894-912. https://doi.org/10.1177/13621688211011498
Kırmızı, Ö. & Kırmızı, G. D. (2015). An investigation of l2 learners’ writing self-efficacy, writing anxiety and its causes at higher education in Turkey. International Journal of Higher Education, 4(2). https://doi.org/10.5430/ijhe.v4n2p57
Kurniasih, K., Sholihah, F. A., Umamah, A., & Hidayanti, I. (2020). Writing Process Approach and Its Effect on Student'Writing Anxiety and Performance. Jurnal Arbitrer, 7(2), 144-150.
Li, M. (2018). Computer-mediated collaborative writing in L2 contexts: An analysis of empirical research. Computer Assisted Language Learning, 31(8), 882-904.
Lialikhova, D. (2019). “We can do it together!”–But can they? How Norwegian ninth graders co-constructed content and language knowledge through peer interaction in CLIL. Linguistics and Education, 54, 100764.
Lu, X. and Kim, S. (2021). A systematic review of collaborative writing implementation in k-12 second language classrooms. TEFLIN Journal - A Publication on the Teaching and Learning of English, 32(1), 50. https://doi.org/10.15639/teflinjournal.v32i1/50-71
McDonough, K., & De Vleeschauwer, J. (2019). Comparing the effect of collaborative and individual prewriting on EFL learners’ writing development. Journal of Second Language Writing, 44, 123–130. https://doi.org/10.1016/j.jslw.2019.04.003
McDonough, K., De Vleeschauwer, J., & Crawford, W. (2018a). Comparing the quality of collaborative writing, collaborative prewriting, and individual texts in a Thai EFL context. System, 74, 109–120. https://doi.org/10.1016/j.system.2018.02.010
McDonough, K., De Vleeschauwer, J., & Crawford, W. (2018a). Comparing the quality of collaborative writing, collaborative prewriting, and individual texts in a Thai EFL context. System, 74, 109–120. https://doi.org/10.1016/j.system.2018.02.010
McDonough, K., De Vleeschauwer, J., & Crawford, W. (2018b). Exploring the benefits of collaborative prewriting in a Thai EFL context. Language Teaching Research, 23(6), 685–705. https://doi.org/10.1177/1362168818773525
Naghavi, M., & Nakhleh, M. (2019). The Effect of Collaborative Prewriting Discussions on L2 Writing: Complexity, Accuracy, and Fluency (CAF). Language Testing, 1, 18-30.
Neumann, H. B. and McDonough, K. (2015). Exploring student interaction during collaborative prewriting discussions and its relationship to l2 writing. Journal of Second Language Writing, 27, 84-104. https://doi.org/10.1016/j.jslw.2014.09.009
Neumann, H., & McDonough, K. (2015). Exploring student interaction during collab¬orative prewriting discussion and its relationship to L2 writing. Journal of Second Language Writing, 27, 84–104. https://doi.org/10.1016/j.jslw.2014.09.009
Pérez Castillejo, S. (2019). The role of foreign language anxiety on L2 utterance fluency during a final exam. Language Testing, 36(3), 327-345.
Sabti, A. A., Rashid, S. M., Nimehchisalem, V., & Darmi, R. (2019). The impact of writing anxiety, writing achievement motivation, and writing self-efficacy on writing performance: a correlational study of Iraqi tertiary EFL learners. SAGE Open, 9(4), 215824401989428. https://doi.org/10.1177/2158244019894289
Sang, Z. and Zou, W. (2022). The effect of joint production on the accuracy and complexity of second language writing. Journal of Psycholinguistic Research, 52(2), 425-443. https://doi.org/10.1007/s10936-022-09882-8
Shadiev, R., Feng, Y., Zhussupova, R., & Huang, Y. M. (2024). Intercultural competence development through a tele‐collaborative project supported by speech‐enabled corrective feedback technology. Journal of Computer Assisted Learning, 40(2), 697–714.
Shimizu, A. Y. (2024). Across Spaces, Writers, and Modes: Elementary Students’ Collaborative and Multimodal Composing With Digital Tools (Doctoral dissertation).
Sippel, L. (2024). Maximizing the benefits of peer interaction: Form-focused instruction and peer feedback training. Language Teaching Research, 28(2), 413-439.
Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14(3), 153–173. https://doi.org/10.1016/j.jslw.2005.05.002
Storch, N. (2018). Collaborative writing. Language Teaching, 52(1), 40-59. https://doi.org/10.1017/s0261444818000320
Tahmouresi, S., & Papi, M. (2021). Future selves, enjoyment and anxiety as predictors of L2 writing achievement. Journal of Second Language Writing, 53, 100837.
Wu, H. J. (2015). The effects of blog-supported collaborative writing on writing performance, writing anxiety and perceptions of EFL college students in Taiwan [Unpublished doctoral dissertation]. University of South Florida.
Yu, M. (2020, March). Analysis on the Sources of L2 Writing Anxiety. In 4th International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2020) (pp. 862-865). Atlantis Press.
Zabihi, R. (2017). The role of cognitive and affective factors in measures of l2 writing. Written Communication, 35(1), 32-57. https://doi.org/10.1177/0741088317735836
Zhan, J., Sun, Q., & Zhang, L. J. (2024). Effects of manipulating writing task complexity on learners’ performance in completing vocabulary and syntactic tasks. Language Teaching Research, 28(3), 1011-1032.
Zhang, C. and Zhang, W. (2022). The impact of academic procrastination on second language writing: the mediating role of l2 writing anxiety. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.851120
Zhang, M. (2018). Collaborative writing in the EFL classroom: the effects of l1 and l2 use. System, 76, 1–12. https://doi.org/10.1016/j.system.2018.04.009
Zhang, M. (2018). Collaborative writing in the EFL classroom: The effects of L1 and L2 use. System, 76, 1-12.
Zhang, M., Gibbons, J., & Li, M. (2021). Computer-mediated collaborative writing in L2 classrooms: A systematic review. Journal of Second Language Writing, 54, 100854.
Zhang, R., & Zou, D. (2022). Types, features, and effectiveness of technologies in collaborative writing for second language learning. Computer Assisted Language Learning, 35(9), 2391-2422.
Zhou, J., Wang, S., & Wang, J. (2022). Investigating high schoolers’ l2 writing anxiety, l2 writing self-efficacy, l2 writing self-regulated strategies, and l2 writing engagement: relationships and mediator. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1012407
