Research Article
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Year 2020, Volume: 21 Issue: 1, 165 - 180, 01.01.2020
https://doi.org/10.17718/tojde.690388

Abstract

References

  • Abdulmajid, A. (2014). Scaffolding writing using Facebook in a blended learning ESL classroom. Unpublished Ph.D. thesis, The National University of Malaysia. Adas, D., & Bakir, A. (2013). Writing difficulties and new solutions: Blended learning as an approach to improve writing abilities. International Journal of Humanities and Social Science, 3(9), 254-266. Al-Ahmad, S. (2003). The Impact of Collaborative Lerning on l1 and l2 College Students’ Apprehension About and Attitudes Toward Writing. Unpublished Ph.D. thesis, Indiana University of Penneyivania. Allen, N., Atkinson, D., Morgan, M., Moore, T. and Snow, C. (1987) ‘What experienced collaborators say about collaborative writing’. Journal of Business and Technical Communication 1(2): 70-90. Arslan, R. S. (2014). Integrating feedback into prospective English language teachers’ writing process via blogs and portfolios. TOJET, 13(1), 131-150. Beers, S. F., & Nagy, W. E. (2009). Syntactic complexity as a predictor of adolescent writing quality: Which measures? Which genre? Reading and Writing: An Interdisciplinary Journal, 22 (2), 185-200. Bronckart, J. P. (1995). Theories of action, speech, natural language, and discourse. In J. V. Wertsch, P. D. Rio & A. Alvarez (Eds.), Sociocultural Studies of Mind (pp. 75- 91). New York: Cambridge University Press. Cahyono, B. Y., & Mutiaraningrum, I. (2016). Indonesian EFL Teachers’ Familiarity with and Opinion on the Internet-Based Teaching of Writing. English Language Teaching, 9(1), 199-208. http://dx.doi. org/10.5539/elt.v9n1p199 Dalir, M., Jafarigohar, M., & Soleimani, H. (2013) ‘The Effect of Using Weblogs on Iranian EFL Learners Writing Skill’. International Journal of Language Learning and Applied Linguistics World (IJLLALW) Ellis, R. (2009). The differential effects of three types of task planning on the fluency, complexity, and accuracy in L2 oral production. Applied Linguistics, 30, 474–509. Ferris, D. (2006). ‘Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction’. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing (pp. 81–104). New York, NY: Cambridge University Press. Flower, L., & Hayes, J. R. (1981). ‘A cognitive process theory of writing’. College Composition and Communication, 32(4), 365-387. Ghoorchaei, B., Tavakoli, M., & Nejad Ansari, D. (2010). ‘The Impact of Portfolio Assessment on Iranian EFL Students’ Essay Writing: A Process-oriented Approach’. GEMA online Journal of Language Studies. 10(3), 35-51. Ghorbanpour, A. (2013). ‘The Effect of Online Forum Participation on the EFL Learners’ Writing Performance and Their Attitudes towards Learning English’. BARNOLIPI Journal. Ghufron, M.A. (2016). ‘Process-genre Approach, Product Approach, and Students’ Self-esteem in Teaching Writing’. Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature. Vol. 2, No. 1, pp. 37 - 54 179 Grami, G. M. A. (2012). Online collaborative writing for ESL learners using blogs and feedback checklists. English Language Teaching, 5(10), 43-48. Gunes, F. (2007). Turkce ogretimi ve zihinsel yapilandirma. Ankara: Nobel. Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 1-27). Mahwah, NJ: Lawrence Erlbaum. Hosseinpour, N., Biria, R. (2014). ‘Improving Iranian EFL Learners’ Writing through Task-based Collaboration’. Theory and Practice in Language Studies, Vol. 4, No. 11, pp. 2428-2435. Hussin, S., Abdullah, M. Y., Ismail, N., & Yoke, S. K. (2015). The Effects of CMC Applications on ESL Writing Anxiety among Postgraduate Students. English Language Teaching, 8(9), 167-172. http:// dx.doi.org/10.5539/elt.v8n9p167 Hyland, K. (2003). ‘Genre-based pedagogies: A social response to process’. Journal of Second Language Writing, 12: 17-29. Jafari, N., Nejad Ansari, D. (2012). ‘The Effect of Collaboration on Iranian EFL Learners’ Writing Accuracy’. International Education Studies Vol. 5, No. 2. Keshta, A. S., & Harb, I. I. (2013). The effectiveness of a blended learning program on developing Palestinian tenth graders’ English writing skills. Education Journal, 2(6), 208-221. http://dx.doi. org/10.11648/j.edu.20130206.12 Krasnova, T., & Ananjev, A. (2015). Students’ perception of learning in the online discussion environment. Mediterranean Journal of Social Sciences, 6(6 S1), 202-207. http://dx.doi.org/10.5901/mjss.2015. v6n6s1p202 Leki, I. (1991). ‘The preferences of ESL students for error correction in college level writing classes’. Foreign Language Annals, 24, 203–218. Leki, I. (2001). ‘A narrow thinking system: Non-native English speaking students in group projects across the curriculum’. TESOL Quarterly, 35, 39– 57. Maftoon, P., Ghafoori, N. (2009). ‘A Comparative Study of the Effect of Homogeneous and Heterogeneous Collaborative Interaction on the Development of EFL Learners’ Writing Skill’. The Journal of Applied Linguistics Vol. 2, Issue 1. Mohammadi, Z. (2017). Interactional Complexity Development, Interactional Demonstrators and Interaction Density in Collaborative and e- collaborative Writing Modalities. Journal of Teaching Language Skills (JTLS) Rybushkina, S., & Krasnova, t. (2015). Key factors to use blended learning in teaching foreign languages in Russian engineering universities. EDULEARN15 Proceedings, 6886-6892. Saddler, B., & Graham, S. (2005). The effects of peer-assisted sentence-combining instruction on the writing performance of more and less skilled young writers. Journal of Educational Psychology, 97, 43–54. Shafiee, S., Koosha, M., & Afghari, A. (2013). The effect of conventional, Web-based, and Hybrid teaching of pre-writing strategies on Iranian EFL learners’ writing performance. International Research Journal of Applied and Basic Sciences, 4(2), 393-401. Shukor, S. S., & Noordin, N. (2014). Effects of Facebook collaborative writing groups on ESL undergraduates’ writing performance. International Journal of English Language Education, 2(2), 89-99. http:// dx.doi.org/10.5296/ijele.v2i2.5868 Storch, N. (2005). ‘Collaborative writing: Product, process, and students’ reflections’. Journal of second language writing, 14(3), 153-173. http://dx.doi.org/10.1016/j.jslw.2005.05.002 Taki, S., & Fardafshari, E. (2012). Weblog-based collaborative learning: Iranian EFL learners’ writing skill and motivation. International Journal of Linguistics, 4(2), 412-429. http://dx.doi.org/10.5296/ijl.v4i2.1663 Vygotsky, L. S. (1986). Thought and Language. Cambridge, MA: MIT Press. Vygotsky LS (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press. Weigle, S. C. (2002). Assessing writing. Cambridge: Cambridge University Press.

E-Collaborative Tasks and the Enhancement of Writing Performance among Iranian University-Level EFL Learners

Year 2020, Volume: 21 Issue: 1, 165 - 180, 01.01.2020
https://doi.org/10.17718/tojde.690388

Abstract

The prevalence of using social software in foreign and second language settings has caused a resurgence of interest in collaborative writing. This study investigates the benefits of collaborative and e-collaborative tasks on writing performance of the students in a process-oriented approach. It, in fact, examines the effects on the accuracy, complexity, and fluency of the written text produced by the learners. To this end, the quasi- experimental design was employed and 74 intermediate students at Islamic Azad University (Isfahan Branch) in Iran participated in the study. They were divided into three groups by random assignment in which two experimental groups were required to perform their tasks in collaboration while only one of them had access to Telegram Application outside the classroom. The control group followed the conventional method of learning how to write. The Measures of One-way ANCOVA, having compared the pretests and posttests results, showed a significant change in the accuracy and complexity of the written texts produced by the students in the experimental group applying e-collaboration. It also revealed that there was no significant change in the fluency of the written texts produced by the students.

References

  • Abdulmajid, A. (2014). Scaffolding writing using Facebook in a blended learning ESL classroom. Unpublished Ph.D. thesis, The National University of Malaysia. Adas, D., & Bakir, A. (2013). Writing difficulties and new solutions: Blended learning as an approach to improve writing abilities. International Journal of Humanities and Social Science, 3(9), 254-266. Al-Ahmad, S. (2003). The Impact of Collaborative Lerning on l1 and l2 College Students’ Apprehension About and Attitudes Toward Writing. Unpublished Ph.D. thesis, Indiana University of Penneyivania. Allen, N., Atkinson, D., Morgan, M., Moore, T. and Snow, C. (1987) ‘What experienced collaborators say about collaborative writing’. Journal of Business and Technical Communication 1(2): 70-90. Arslan, R. S. (2014). Integrating feedback into prospective English language teachers’ writing process via blogs and portfolios. TOJET, 13(1), 131-150. Beers, S. F., & Nagy, W. E. (2009). Syntactic complexity as a predictor of adolescent writing quality: Which measures? Which genre? Reading and Writing: An Interdisciplinary Journal, 22 (2), 185-200. Bronckart, J. P. (1995). Theories of action, speech, natural language, and discourse. In J. V. Wertsch, P. D. Rio & A. Alvarez (Eds.), Sociocultural Studies of Mind (pp. 75- 91). New York: Cambridge University Press. Cahyono, B. Y., & Mutiaraningrum, I. (2016). Indonesian EFL Teachers’ Familiarity with and Opinion on the Internet-Based Teaching of Writing. English Language Teaching, 9(1), 199-208. http://dx.doi. org/10.5539/elt.v9n1p199 Dalir, M., Jafarigohar, M., & Soleimani, H. (2013) ‘The Effect of Using Weblogs on Iranian EFL Learners Writing Skill’. International Journal of Language Learning and Applied Linguistics World (IJLLALW) Ellis, R. (2009). The differential effects of three types of task planning on the fluency, complexity, and accuracy in L2 oral production. Applied Linguistics, 30, 474–509. Ferris, D. (2006). ‘Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction’. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing (pp. 81–104). New York, NY: Cambridge University Press. Flower, L., & Hayes, J. R. (1981). ‘A cognitive process theory of writing’. College Composition and Communication, 32(4), 365-387. Ghoorchaei, B., Tavakoli, M., & Nejad Ansari, D. (2010). ‘The Impact of Portfolio Assessment on Iranian EFL Students’ Essay Writing: A Process-oriented Approach’. GEMA online Journal of Language Studies. 10(3), 35-51. Ghorbanpour, A. (2013). ‘The Effect of Online Forum Participation on the EFL Learners’ Writing Performance and Their Attitudes towards Learning English’. BARNOLIPI Journal. Ghufron, M.A. (2016). ‘Process-genre Approach, Product Approach, and Students’ Self-esteem in Teaching Writing’. Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature. Vol. 2, No. 1, pp. 37 - 54 179 Grami, G. M. A. (2012). Online collaborative writing for ESL learners using blogs and feedback checklists. English Language Teaching, 5(10), 43-48. Gunes, F. (2007). Turkce ogretimi ve zihinsel yapilandirma. Ankara: Nobel. Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 1-27). Mahwah, NJ: Lawrence Erlbaum. Hosseinpour, N., Biria, R. (2014). ‘Improving Iranian EFL Learners’ Writing through Task-based Collaboration’. Theory and Practice in Language Studies, Vol. 4, No. 11, pp. 2428-2435. Hussin, S., Abdullah, M. Y., Ismail, N., & Yoke, S. K. (2015). The Effects of CMC Applications on ESL Writing Anxiety among Postgraduate Students. English Language Teaching, 8(9), 167-172. http:// dx.doi.org/10.5539/elt.v8n9p167 Hyland, K. (2003). ‘Genre-based pedagogies: A social response to process’. Journal of Second Language Writing, 12: 17-29. Jafari, N., Nejad Ansari, D. (2012). ‘The Effect of Collaboration on Iranian EFL Learners’ Writing Accuracy’. International Education Studies Vol. 5, No. 2. Keshta, A. S., & Harb, I. I. (2013). The effectiveness of a blended learning program on developing Palestinian tenth graders’ English writing skills. Education Journal, 2(6), 208-221. http://dx.doi. org/10.11648/j.edu.20130206.12 Krasnova, T., & Ananjev, A. (2015). Students’ perception of learning in the online discussion environment. Mediterranean Journal of Social Sciences, 6(6 S1), 202-207. http://dx.doi.org/10.5901/mjss.2015. v6n6s1p202 Leki, I. (1991). ‘The preferences of ESL students for error correction in college level writing classes’. Foreign Language Annals, 24, 203–218. Leki, I. (2001). ‘A narrow thinking system: Non-native English speaking students in group projects across the curriculum’. TESOL Quarterly, 35, 39– 57. Maftoon, P., Ghafoori, N. (2009). ‘A Comparative Study of the Effect of Homogeneous and Heterogeneous Collaborative Interaction on the Development of EFL Learners’ Writing Skill’. The Journal of Applied Linguistics Vol. 2, Issue 1. Mohammadi, Z. (2017). Interactional Complexity Development, Interactional Demonstrators and Interaction Density in Collaborative and e- collaborative Writing Modalities. Journal of Teaching Language Skills (JTLS) Rybushkina, S., & Krasnova, t. (2015). Key factors to use blended learning in teaching foreign languages in Russian engineering universities. EDULEARN15 Proceedings, 6886-6892. Saddler, B., & Graham, S. (2005). The effects of peer-assisted sentence-combining instruction on the writing performance of more and less skilled young writers. Journal of Educational Psychology, 97, 43–54. Shafiee, S., Koosha, M., & Afghari, A. (2013). The effect of conventional, Web-based, and Hybrid teaching of pre-writing strategies on Iranian EFL learners’ writing performance. International Research Journal of Applied and Basic Sciences, 4(2), 393-401. Shukor, S. S., & Noordin, N. (2014). Effects of Facebook collaborative writing groups on ESL undergraduates’ writing performance. International Journal of English Language Education, 2(2), 89-99. http:// dx.doi.org/10.5296/ijele.v2i2.5868 Storch, N. (2005). ‘Collaborative writing: Product, process, and students’ reflections’. Journal of second language writing, 14(3), 153-173. http://dx.doi.org/10.1016/j.jslw.2005.05.002 Taki, S., & Fardafshari, E. (2012). Weblog-based collaborative learning: Iranian EFL learners’ writing skill and motivation. International Journal of Linguistics, 4(2), 412-429. http://dx.doi.org/10.5296/ijl.v4i2.1663 Vygotsky, L. S. (1986). Thought and Language. Cambridge, MA: MIT Press. Vygotsky LS (1978) Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press. Weigle, S. C. (2002). Assessing writing. Cambridge: Cambridge University Press.
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Details

Primary Language English
Journal Section Articles
Authors

Nazli Azodı This is me 0000-0002-5738-977X

Ahmadreza Lotfı This is me 0000-0002-3760-2430

Publication Date January 1, 2020
Submission Date February 12, 2019
Published in Issue Year 2020 Volume: 21 Issue: 1

Cite

APA Azodı, N., & Lotfı, A. (2020). E-Collaborative Tasks and the Enhancement of Writing Performance among Iranian University-Level EFL Learners. Turkish Online Journal of Distance Education, 21(1), 165-180. https://doi.org/10.17718/tojde.690388