Collaborative Writing on a Digital Platform: Measuring Gains of EFL Learners in Saudi Arabia

Autor/in	Albedaiwi, Sultan Abdulaziz
Titel	Collaborative Writing on a Digital Platform: Measuring Gains of EFL Learners in Saudi Arabia
Quelle	In: Journal of Language and Linguistic Studies, 18 (2022), S.760-770 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Albedaiwi, Sultan Abdulaziz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Foreign Countries; Collaborative Writing; English (Second Language); Second Language Instruction; Educational Technology; Technology Uses in Education; College Students; Intervention; Writing Achievement; Student Attitudes; Males; Word Processing; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Collegestudent; Schülerverhalten; Male; Männliches Geschlecht; Textverarbeitung; Saudi-Arabien
Abstract	Writing is usually the last skill to be touched upon in language classrooms, and more so, in the EFL or ESL classroom. Even so, postponing or the tendency to avoid the writing task is a common hindrance created by the learners, but is definitely one that retards the learning of the skill. The current study aimed to examine the efficacy of working collaboratively on digital platforms to enhance learners' engagement with writing in addition to boosting their writing proficiency. The participants in this study are forty-eight advanced level EFL learners at Qassim University. The study used both questionnaire and pre and post tests to collect data from he sample. Intervention lasted eight weeks and comparative results were computed using descriptive statistics in the standardised IELTS pre and post-test components for writing proficiency. Results showed a raise of between 47.36%-19.14 in group output from the first to the last week of the intervention. The paired sample t-value at 3.0402 suggests that the results support the null hypothesis that Collaborative Writing on a Digital Platform (CWDP) helps enhance writing performance in EFL learners since the difference between pre and post tests is statistically significant. Results obtained from a perceptions questionnaire evaluating learners' attitudes to CWDP clearly indicate a decided preference for the approach, both for its collaborative and tech value. The study concludes that collaborative writing in digital spaces contributes positively to enhancing Saudi university EFL learners' global writing proficiency and should be incorporated into the regular curriculum. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01