Benefits of Collaborative Writing: University Students’ Reflections

HYUN-JIN KIM (김현진)

doi:10.18095/meeso.2022.23.2.1

Benefits of Collaborative Writing: University Students’ Reflections

Modern English Education
Abbr : MEESO
2022, 23(2), pp.1-9
DOI : 10.18095/meeso.2022.23.2.1
Publisher : The Modern English Education Society
Research Area : Humanities > English Language and Literature > English Language Teaching
Received : April 30, 2022
Accepted : June 9, 2022
Published : June 30, 2022

HYUN-JIN KIM ¹

¹아주대학교

Accredited

ABSTRACT

The importance of collaborative activities has been recognized for increasing learning opportunities in language classrooms. However, benefits of collaborative writing in university writing classrooms have not been robustly reported yet. Thus, the purpose of this study was to investigate students’ perception of a collaborative writing project and its instructional benefits during a course devoted to teaching transitions from writing paragraphs to essays in an EFL classroom. The project involved 15 students in an intermediate-level writing class at a university in Korea. Each group was assigned with different types of paragraph. Other groups gave suggestions on how to transform the paragraph to a five-paragraph essay in a series of peer feedback workshops. Results of surveys and interviews of participants clearly revealed that the collaborative project helped them develop a positive attitude towards writing in L2 English and working in groups. This study contributes to the practice of academic writing by showing that collaborative writing allows students to achieve the goal of understanding composing processes and the goal of producing a presentable essay. For teachers who are reluctant to implement collaborative writing projects in EFL settings, this study provides useful guidelines for project design and practical applications for the classroom.

KEYWORDS

collaborative writing, students’ perception, process approach to writing

Citation status

* References for papers published after 2023 are currently being built.

[book] Crandall, J. / 1992 / Collaborative language learning and teaching / Cambridge University Press : 226~245

[journal] DiCamilla, F. / 1997 / Repetition in the collaborative discourse of L2 learners: A Vygotskian perspective / The Canadian Modern Language Review 53(4) : 609~633

[book] Donato, R. / 1994 / Vygotskian approaches to second language research / Ablex : 33~56

[journal] Elola, I. / 2010 / Collaborative writing: Fostering L2 development and mastery of writing conventions / Language Learning and Technology 14(3) : 51~71

[book] Hyland, K. / 2009 / Teaching and researching writing / Pearson Education

[journal] Kim, YouJin / 2008 / The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners / Language Teaching Research 12 : 211~234

[book] Kroll, B. / 2001 / Teaching English as a second or foreign language / Heinle, Cengage Learning : 219~232

[journal] 이승민 / 2022 / Effects of collaborative writing activities on writing learning at the elementary English level / 현대영어교육 / 현대영어교육학회 23(1) : 42~55

[journal] Li, M. / 2017 / Second language writing in the age of CMC: Affordances, multimodality, and collaboration / Journal of Second Language Writing 36 : 1~5

[book] Matsuda, P. K. / 2010 / An introduction to applied linguistics / Hodder Education : 232~246

[book] McDonough, K. / 2016 / Peer interaction and second language learning: Pedagogical potential and research agenda / John Benjamins

[book] McNamara, D. S. / 2014 / Automated evaluation of text and discourse with Coh-Metrix / Cambridge University Press

[web] Murray, D / 1972 / Teaching writing as a process not product / The Leaflet / https://mwover.files.wordpress.com/2018/05/murray-teach-writing-as-a-process-notproduct.pdf

[book] Nunan, D. / 1991 / Language teaching methodology / Prentice Hall

[book] Ortega, L. / 2009 / Writing in foreign language contexts:Learning, teaching, and research / Multilingual Matters : 232~255

[book] Robinson, P. / 2011 / Second language task complexity: Researching the cognition hypothesis of language learning and performance / John Benjamins : 3~37

[book] Schumann, J. / 1999 / Affect in language learning / Cambridge University Press : 28~42

[journal] Storch, N. / 1998 / A classroom-based study: Insights from a collaborative text reconstruction task / ELT Journal 52(4) : 291~300

[journal] Storch, N. / 2005 / Collaborative writing: Product, process and students’ reflections / Journal of Second Language Writing 14 : 153~173

[journal] Storch, N. / 2011 / Collaborative writing in L2 contexts: Processes, outcomes, and future directions / Annual Review of Applied Linguistics 31 : 275~288

[book] Storch, N. / 2013 / Collaborative writing in L2 classrooms / Multilingual Matters

[journal] Swain, M. / 1998 / Interaction and second language learning: Two adolescent French immersion students working together / The Modern Language Journal 82(3) : 320~337

[book] White, R. / 1991 / Process writing / Longman

KJCKorea
Journal Central

Modern English Education 2023 KCI Impact Factor : 1.55

Benefits of Collaborative Writing: University Students’ Reflections

ABSTRACT

KEYWORDS

Citation status

* References for papers published after 2023 are currently being built.

Modern English Education 2023 KCI Impact Factor : 1.55

Benefits of Collaborative Writing: University Students’ Reflections

ABSTRACT

KEYWORDS

Statistics

Tools

Issue List

Citation status

KCI Citation Counts (0)

REFERENCES (23) * References for papers published after 2023 are currently being built.

Search PDF

Citation

* References for papers published after 2023 are currently being built.