A Qualitative Exploration of Iranian Learners’ Writing through Face- to-Face Collaborative Writing Tasks

Year 2018, Volume: 8 Issue: 2, 1 - 11, 30.06.2018

Tahmineh Khalili

Abstract

The present experimental study takes a qualitative look at collaborative writing (CW) tasks through
the written texts produced by Iranian EFL learners to seek learners’ proficiency in writing skill and also
their percepts and their teachers’ perceptions toward nature of face-to-face (FTF) collaborative task in
pair group. Data collection was implemented by the researcher who was an observer, interviewer, and
interpreter of the findings of the present study. As many studies might devote their focus on
quantitative approach a qualitative approach to such case can be regarded as one of the unique views
that consider to learners’ percept as well. The findings determined that both EFL learners and their
teachers found CW tasks effective and innovative approach to writing tasks particularly in the context
of Iran which writing tasks was assumed as a single-author activity traditionally. The replication of
face-to-face CW tasks with the design of grounded theory approach of this paper can suggest new
insights and understanding to the practitioners of CW. The findings of this paper might be beneficial
for L2 practitioners particularly curriculum designers and teachers who seek for a more effective
method of L2 teaching.

 

Keywords

Collaborative Writing, Face-to-Face Collaborative Writing, Second Language Interaction, Second Language Writing

References

• de Oliveira, L. C., & Silva, T. (2016). Second Language Writing in Elementary Classrooms: An Overview of Issues. In Second Language Writing in Elementary Classrooms (pp. 1-10). Palgrave Macmillan UK.