Improving EFL Learners’ Academic Writing Skills through Computer-Mediated Collaborative Writing and Their Perceptions of the Processes and Outcomes
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With the growth of online educational technology, Computer-Mediated Collaborative Writing (CMCW) has gained significant attention from second language (L2) learners, educators, and researchers. While much research has focused on the impact of CMCW on collaborative writing outcomes, there is still limited evidence regarding its effect on the academic writing skills of individual L2 learners. To address this gap, the current study examined how CMCW through Google Docs influenced the academic writing skills of Korean university students learning English, as well as their perceptions of the process and outcomes of utilizing CMCW. A total of 24 students participated in a 5-week writing program with 10 sessions. The study employed a pre- and post-test design to assess changes in their writing skills and gathered insights into their perceptions through semi-structured interviews and response papers. The results showed a significant improvement in the participants’ overall writing skills, though the extent of improvement varied across different aspects of academic writing. Data from the interviews and response papers indicated that the students recognized the benefits of CMCW in improving their English academic writing, though they had mixed perceptions about the experience.
Abstract
With the growth of online educational technology, Computer-Mediated Collaborative Writing (CMCW) has gained significant attention from second language (L2) learners, educators, and researchers. While much research has focused on the impact of CMCW on collaborative writing outcomes, there is still limited evidence regarding its effect on the academic writing skills of individual L2 learners. To address this gap, the current study examined how CMCW through Google Docs influenced the academic writing skills of Korean university students learning English, as well as their perceptions of the process and outcomes of utilizing CMCW. A total of 24 students participated in a 5-week writing program with 10 sessions. The study employed a pre- and post-test design to assess changes in their writing skills and gathered insights into their perceptions through semi-structured interviews and response papers. The results showed a significant improvement in the participants’ overall writing skills, though the extent of improvement varied across different aspects of academic writing. Data from the interviews and response papers indicated that the students recognized the benefits of CMCW in improving their English academic writing, though they had mixed perceptions about the experience.