Impact of Computer-Assisted Peer Negotiations on EFL Learners' Collaborative Writing and Their Attitudes Toward it
Subject Areas :
Behrooz Dolatabadi
1
,
Kobra Tavassoli
2
,
Masoumeh Ghamoushi
3
1 -
2 -
3 - PhD candidate, English Translation and Teaching Department, Karaj Branch, Islamic Azad University, Karaj, Iran
Keywords: Collaborative writing, computer-assisted learning, computer-mediated communication, EFL learners, online collaboration, peer negotiation,
Abstract :
The current attempt aimed to explore how computer-assisted peer negotiations impact collabora-tive writing among a group of 50 intermediate Iranian EFL learners. Random assignment was used to divide the participants into experimental and control groups. The experimental group received a treatment that involved incorporating visual stimuli and engaging in socializing activi-ties during the collaborative writing tasks. The writing assessments were conducted using Big Blue Button, Google Forms, and Google Docs. Although there was no statistically significant difference between the experimental and control groups, the study findings demonstrated that computer-assisted peer negotiations positively affected the writing skills of the experimental group. Both groups showed progress throughout the course. The participants in the experimental group provided favorable feedback on online collaborative writing, emphasizing the usefulness and practicality of technology and collaboration. The implication of this study suggests that computer-assisted peer negotiation can be implemented by EFL teachers and learners to en-hance writing performance and skills.
References:
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Alwahoub, H. M., Azmi, M. N. L., & Halabieh, M. (2020). Computer-assisted collaborative writing and stu-dents’perceptions of google docs and wikis: A review paper. Language Literacy: Journal of Linguistics, Literature, and Language Teaching, 4(1), 15-27. https://doi.org/10.30743/ll.v4i1.2499
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Li, M., & Zhu, W. (2013). Patterns of computer-mediated interaction in small writing groups using wikis. Computer Assisted Language Learning, 26(1), 61-82. https://doi.org/10.1080/09588221.2011.631142
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Pourdana, N., & Tavassoli, K. (2022). Differential impacts of e-portfolio assessment on language learners’ engagement modes and genre-based writing improvement. Language Testing in Asia, 12(1), 1-19. https://doi.org/10.1186/s40468-022-00156-7.
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Seyyedrezaie, Z. S., Ghonsooly, B., Shahriari, H., & Fatemi, A. H. (2016). A mixed methods analysis of the effect of Google Docs environment on EFL learners’ writing performance and causal attributions for success and failure. . Turkish Online Journal of Distance Education, 17(3). https://doi.org/10.17718/tojde.34418
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Storch, N. (2019). Collaborative writing. Language Teaching, 52(1), 40-59. https://doi.org/10.1017/S0261444818000320
Tavassoli, K., & Rahmatollahi, M. (2023). Differential impact of synchronous and asynchronous computer-assisted dynamic assessment on higher-order and lower-order writing skills. Journal of Language Horizons. https://doi.org/10.22051/lghor.2023.41130.1720.
Abe, M. (2020). Interactional practices for online collaborative writing. Journal of Second Language Writing, 49, 100752. https://doi:10.1016/j.jslw.2020.100752
Alwahoub, H. M., Azmi, M. N. L., & Halabieh, M. (2020). Computer-assisted collaborative writing and stu-dents’perceptions of google docs and wikis: A review paper. Language Literacy: Journal of Linguistics, Literature, and Language Teaching, 4(1), 15-27. https://doi.org/10.30743/ll.v4i1.2499
Awada, G. M., & Diab, N. M. (2023). Effect of online peer review versus face-to-Face peer review on argumentative writing achievement of EFL learners. Computer Assisted Language Learning, 36(1-2), 238-256. . https://doi.org/10.1080/09588221.2021.1912104
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Breuch, L.-A. K. (2004). Virtual peer review: Teaching and learning about writing in online environments. SUNY Press.
Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325. https://doi.org/10.1080/02602938.2018.1463354
Chatterjee, R., & Correia, A.-P. (2020). Online students’ attitudes toward collaborative learning and sense of community. American Journal of Distance Education, 34(1), 53-68. https://doi.org/10.1080/08923647.2020.1703479
Dobao, A. F. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing, 21(1), 40-58.
https://doi.org/10.1016/j.jslw.2011.12.002
Donato, R. (2004). 13. Aspects of collaboration in pedagogical discourse. Annual Review of Applied Linguistics, 24, 284-302. https://doi.org/10.1017/S026719050400011X
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. https://doi.org/10.1080/09588221.2023.2178463
Elola, I., & Oskoz, A. (2017). Collaborative writing: Fostering foreign language and writing conventions development. Language Learning and Technology, 14(3), 51–71.
Fathi, J., Rahimi, M., & Liu, G. Z. (2023). A preliminary study on flipping an English as a foreign language collaborative writing course with video clips: Its impact on writing skills and writing motivation. Journal of Computer Assisted Learning, 39(2), 659-675. https://doi.org/10.1111/jcal.12772
Fathi, J., Saharkhiz Arabani, A., & Mohamadi, P. (2021). The effect of collaborative writing using Google docs on EFL learners’ writing performance and writing self-regulation. Language Related Re-search, 12(5), 333-359. http://dx.doi.org/10.52547/LRR.12.5.13
Hinton, P. R., McMurray, I., & Brownlow, C. (2014). SPSS explained. Routledge.
Hsieh, Y. C. (2020). Learner interactions in face-to-face collaborative writing with the support of online resources. ReCALL, 32(1), 85-105. . https://doi.org/10.1017/S0958344019000120
Hsu, H.-C. (2020). The impact of task complexity on patterns of interaction during web-based asynchronous collaborative writing tasks. System, 93, 102328. https://doi.org/10.1016/j.system.2020.102328
Jiang, W., & Eslami, Z. R. (2022). Effects of computer-mediated collaborative writing on individual EFL writing performance. Computer Assisted Language Learning, 35(9), 2701-2730. https://doi.org/10.1080/09588221.2021.1893753
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Lam, Y. W., Hew, K. F., & Chiu, K. F. (2018). Improving argumentative writing: Effects of a blended learning approach and gamification. Language Learning & Technology, 22(1), 97–118. https://dx.doi.org/10125/44583
Lantolf, J. P. (2000). Sociocultural theory and second language learning. Oxford University Press.
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Li, M., & Zhu, W. (2013). Patterns of computer-mediated interaction in small writing groups using wikis. Computer Assisted Language Learning, 26(1), 61-82. https://doi.org/10.1080/09588221.2011.631142
Lingard, L., & Watling, C. (2021). Collaborative Writing: Strategies and Activities. In Story, Not Study: 30 Brief Lessons to Inspire Health Researchers as Writers (pp. 167-173). Springer International Publishing. https://doi.org/10.1007/978-3-030-71363-8_24
Littlewood, W. (2010). Chinese and Japanese students’ conceptions of the ‘ideal English lesson’. RELC Journal, 41(1), 46-58. https://doi.org/10.1177/0033688210362622
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. (2018). 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
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Pham, H. T. P. (2022). Computer-mediated and face-to-face peer feedback: Student feedback and revision in EFL writing. Computer Assisted Language Learning, 35(9), 2112-2147. https://doi.org/10.1080/09588221.2020.1868530
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Alwahoub, H. M., Azmi, M. N. L., & Halabieh, M. (2020). Computer-assisted collaborative writing and stu-dents’perceptions of google docs and wikis: A review paper. Language Literacy: Journal of Linguistics, Literature, and Language Teaching, 4(1), 15-27. https://doi.org/10.30743/ll.v4i1.2499
Awada, G. M., & Diab, N. M. (2023). Effect of online peer review versus face-to-Face peer review on argumentative writing achievement of EFL learners. Computer Assisted Language Learning, 36(1-2), 238-256. . https://doi.org/10.1080/09588221.2021.1912104
Best, J., & Kahn, J. (2006). Research in education. Pearson Education.
Breuch, L.-A. K. (2004). Virtual peer review: Teaching and learning about writing in online environments. SUNY Press.
Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325. https://doi.org/10.1080/02602938.2018.1463354
Chatterjee, R., & Correia, A.-P. (2020). Online students’ attitudes toward collaborative learning and sense of community. American Journal of Distance Education, 34(1), 53-68. https://doi.org/10.1080/08923647.2020.1703479
Dobao, A. F. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing, 21(1), 40-58.
https://doi.org/10.1016/j.jslw.2011.12.002
Donato, R. (2004). 13. Aspects of collaboration in pedagogical discourse. Annual Review of Applied Linguistics, 24, 284-302. https://doi.org/10.1017/S026719050400011X
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. https://doi.org/10.1080/09588221.2023.2178463
Elola, I., & Oskoz, A. (2017). Collaborative writing: Fostering foreign language and writing conventions development. Language Learning and Technology, 14(3), 51–71.
Fathi, J., Rahimi, M., & Liu, G. Z. (2023). A preliminary study on flipping an English as a foreign language collaborative writing course with video clips: Its impact on writing skills and writing motivation. Journal of Computer Assisted Learning, 39(2), 659-675. https://doi.org/10.1111/jcal.12772
Fathi, J., Saharkhiz Arabani, A., & Mohamadi, P. (2021). The effect of collaborative writing using Google docs on EFL learners’ writing performance and writing self-regulation. Language Related Re-search, 12(5), 333-359. http://dx.doi.org/10.52547/LRR.12.5.13
Hinton, P. R., McMurray, I., & Brownlow, C. (2014). SPSS explained. Routledge.
Hsieh, Y. C. (2020). Learner interactions in face-to-face collaborative writing with the support of online resources. ReCALL, 32(1), 85-105. . https://doi.org/10.1017/S0958344019000120
Hsu, H.-C. (2020). The impact of task complexity on patterns of interaction during web-based asynchronous collaborative writing tasks. System, 93, 102328. https://doi.org/10.1016/j.system.2020.102328
Jiang, W., & Eslami, Z. R. (2022). Effects of computer-mediated collaborative writing on individual EFL writing performance. Computer Assisted Language Learning, 35(9), 2701-2730. https://doi.org/10.1080/09588221.2021.1893753
Kim, Y. (2008). The contribution of collaborative and individual tasks to the acquisition of L2 vocabulary. The Modern Language Journal, 92(1), 114-130. https://doi.org/10.1111/j.1540-4781.2008.00690.x
Kitjaroonchai, N., & Suppasetseree, S. (2021). Online collaborative writing via Google Docs: Case studies in the EFL classroom. Journal of Language Teaching and Research, 12(6), 922-934. http://dx.doi.org/10.17507/jltr.1206.08
Lam, Y. W., Hew, K. F., & Chiu, K. F. (2018). Improving argumentative writing: Effects of a blended learning approach and gamification. Language Learning & Technology, 22(1), 97–118. https://dx.doi.org/10125/44583
Lantolf, J. P. (2000). Sociocultural theory and second language learning. Oxford University Press.
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