The Impact of the Use of Collaborative Writing on Attitude of EFL Students towards Learning Writing Skills

Mohammed Yibre Yesuf, Alemu Hailu Anshu

Abstract


The main goal of the study was to examine the impact of employing collaborative writing on students’ attitude towards learning EFL writing skills. To this end, based on the mean results of the paragraph a writing skills test was administered before the experiment, two sections of Grade 11 students from Felegebirahn Secondary School in Amhara Region, Ethiopia were chosen as participants of the study. These two sections of students were categorized as experimental (n=44) and control (n=44) groups using simple random sampling technique. The experimental group exercised paragraph level writing tasks collaboratively, whereas the control group practiced the identical writing tasks individually for 12 weeks in the 2019 academic year. Questionnaire, which was intended to find out the attitude of EFL students about learning writing skills before and after the training, was the major data collection tool used in the study. A semi-structured interview with a few selected students was also undertaken to validate the data acquired by the questionnaire. In order to examine the significance of the attitude questionnaire mean differences of the participants within as well as between the selected study groups, T-test was conducted. The results of the study showed that students who experienced collaborative writing for over 12 weeks brought positive attitudinal changes on learning EFL writing skills after being introduced to collaborative writing. It was found that they improved their attitude toward learning writing skills more significantly than students who did the writing tasks alone. The majority of respondents in the open-ended questionnaire and interview data agreed that after exposure to collaborative writing, the students eventually enjoyed and were inspired to write in English. It was concluded that practicing writing tasks collaboratively in EFL writing classes can have a favorable impact on EFL students’ attitude towards learning writing skills. This, in turn, encourages the students to opportunely exercise writing in English both inside and outside their classes. It is, therefore, recommended that teachers in EFL classes should support the students to practice collaborative writing in EFL writing lessons.

Keywords


Attitude, Collaborative Writing, EFL Writing Skills

Full Text:

PDF

References


Akinsola, M. K., & Olowojaiye, F. B. (2008). Teacher instructional methods and student attitudes towards mathematics. International Electronic Journal of Mathematics Education, 3(1), 60-73.

Alamiraw, G. (2005). A study on the Perception of Writing Instruction and Students’ Writing Performance [Unpublished PhD Dissertation]. Addis Ababa University.

Asress, N. (2014). A study on the perception of writing instruction and students’ writing performance [Unpublished PhD Dissertation]. Addis Ababa University.

Bruffee, K. (1993). Collaborative learning: Higher education, interdependence and the authority of knowledge. Johns Hopkins University Press.

Bucci, T. T., Cherup, S., Cunningham, A., & Petrosino, A. J. (2003). ISTE standards in teacher education: A collection of practical examples. The Teacher Educator, 39(2), 95-114.

Candlin, C., & Mercer, N. (Eds.). (2001). English language teaching in its social context: A reader. Psychology Press.

Choy, S. (2002). Nontraditional Undergraduates: Findings from the Condition of Education 2002. NCES 2002-012. National Center for Education Statistics.

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Sage Publications, Inc.

Dawit, A. (2013). Enhancing Students’ Writing Skills through the Genre Approach. International Journal of English and Literature, 4(5), 242-248. Retrieved from http://www.academicjournals.org/IJEL on October 2016

Erkan, D. Y., & Saban, A. İ. (2011). Writing performance relative to writing apprehension, self-efficacy in writing, and attitudes towards writing: A correlational study in Turkish tertiary-level EFL. The Asian EFL Journal Quarterly, 13(1), 164-192.

Italo, B. (1999). A Comparison of the Effectiveness of Teacher versus Peer Feedback on Addis Ababa University Students’ Writing Revisions [Unpublished PhD Dissertation]. Addis Ababa University.

Louth, R., McAllister, C., & McAllister, H. A. (1993). The effects of collaborative writing techniques on freshman writing and attitudes. The Journal of experimental education, 61(3), 215-224.

MacArthur, C. A., Graham, S., & Fitzgerald, J. (Eds.). (2016). Handbook of writing research. Guilford Press

McLeod, S. (1987). Some thoughts about feelings: The affective domain and the writing process. College Composition and Communication, 38(4), 426- 435.

Mulligan, C., & Garofalo, K. (2011). A Collaborative writing approach: Methodology and student assessment: The Language, 35(3). Retrieved from www.u.arizona.edu on May 2019

Nussbaum, E. M., Kardash, C. M., & Graham, S. E. (2005). The effects of goal instructions and text on the generation of counterarguments during writing. Journal of Educational Psychology, 97(2), 157.

Raimes, A. (1998). Teaching writing. Annual review of applied linguistics, 18, 142-167.

Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23-30.

Schmitz, M. J., & Winskel, H. (2008). Towards effective partnerships in a collaborative problem‐solving task. British Journal of Educational Psychology, 78(4), 581-596.

Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 5, 119–158.

Storch, N. (2011). Collaborative Writing in L2 Contexts: Processes, Outcomes, and Future Directions. Annual Review of Applied Linguistics, 31, 275- 288

Storch, N. (2013). Collaborative Writing in L2 Classrooms: New Perspectives on Language and Education. Multilingual Matters.

Westwood, P. S. (2008). What teachers need to know about teaching methods?. Australian Council for Ed Research.

Widdowson, H. G. (1983). Learning purpose and language use. Oxford University Press.

Williams, J. (2008). The speaking-writing connection in second language and academic literacy development. In D. Belcher & A. Hirvela (Eds.), The oral/literate connection: Perspectives on L2 speaking, writing, and other media interactions (pp. 10–25). University of Michigan Press.

Yong, M. F. (2006). The nature and dynamics of collaborative writing in a Malaysian tertiary ESL setting [Unpublished PhD Dissertation] Massey University, Palmerston North, NZ.

Zeleke, A. (2013). Training in the Leaning Strategies of Writing: Its Effects on Students’ Writing Skills [Unpublished PhD Dissertation]. Addis Ababa University.




DOI: https://doi.org/10.7575/aiac.ijels.v.10n.3p.113

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2022 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.