The Effects and Perceptions of EFL College Students’Collaborative Writing Activities
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The purpose of this study was to examine learners’ perceptions and their writing improvement through collaborative writing (CW) activities in an EFL college writing class. Twenty-three students majoring in English participated in CW activities for the study and they were asked to write reflective journals and questionnaires. Their writings were also collected and evaluated by Holst’s (1993) model. The findings show that there was a significant improvement in students’ writing indicating a positive impact of CW activities. It was also shown that CW helped students feel less burdensome to write in English and enjoy sharing their ideas with and receiving feedback from others. However, students experienced difficulty in negotiating different opinions among peers in the decision-making process. The results of the study imply that CW activities need to be carefully designed considering students’ level of writing proficiency and their motivation in writing.
Abstract
The purpose of this study was to examine learners’ perceptions and their writing improvement through collaborative writing (CW) activities in an EFL college writing class. Twenty-three students majoring in English participated in CW activities for the study and they were asked to write reflective journals and questionnaires. Their writings were also collected and evaluated by Holst’s (1993) model. The findings show that there was a significant improvement in students’ writing indicating a positive impact of CW activities. It was also shown that CW helped students feel less burdensome to write in English and enjoy sharing their ideas with and receiving feedback from others. However, students experienced difficulty in negotiating different opinions among peers in the decision-making process. The results of the study imply that CW activities need to be carefully designed considering students’ level of writing proficiency and their motivation in writing.
참고문헌 (31)
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