The Effects of Collaborative Writing on L2 Individual Writing Performance in Terms of Complexity, Accuracy, Fluency and Functional Adequacy
DOI:
https://doi.org/10.47750/pegegog.14.04.20Keywords:
Collaborative writing, individual writing performance, CAF, functional adequacyAbstract
In collaborative writing research, writing performance has generally been examined in terms of complexity, accuracy, fluency. Complexity, accuracy and fluency analyzes describe the linguistic structure of the text, but do not provide a sufficient conclusion about its semantic structure. In order to see the semantic structure, the functional adequacy of the texts must also be examined. The effect of collaborative writing on complexity, accuracy, fluency and functional adequacy has been examined in very few studies. Similarly, the effect of collaborative writing on individual writing performance has been examined in several studies. Based on this gap in the literature, the current research was aimed to determine how collaborative writing activities affect L2 individual writing performance in terms of complexity, accuracy, fluency and functional adequacy. The study was conducted in a one group pre-test post-test model. The research was completed in 8 weeks. 21 students at B2 level who were learning L2 Turkish in a preparatory class at a state university participated in the research. As a result of the research, significant differences were seen in the post-test in terms of average sentence length, error word rate, and functional adequacy. However, no significant difference was seen in complex linguistic structures. For both linguistic and semantic development, meaning- and form-focused writing activities should be included in a balanced manner in collaborative studies. In future studies, how individual writing development occurs in students from different language families through collaborative writing can be examined comparatively.
Downloads
References
Abrams, Zs. I. (2019). Collaborative writing and text quality in Google Docs. Language Learning & Technology, 23(2), 22-42. https://doi.org/10125/44681
Aldossary, K. S. (2021). The impact of collaborative writing on EFL learners’ writing development: A longitudinal classroom-based study in Saudi Arabia. Arab World English Journal, 12(3), 174 -185. https://dx.doi.org/10.24093/awej/vol12no3.12
Avcı Akbaş, T. (2017). The effects of collaborative work on students’ writing performance and students’ perceptions of collaborative writing. (Publication No. 452519). [Ubpublished Master Thesis, Abant Izzet Baysal Unıversıty]. Council of Higher Education Thesis Center.
Bueno‐Alastuey, M. C., & Rodero Albaiceta, S. (2019). The effects of using collaborative writing vs. peer review treatments on subsequent individual writings. Huarte De San Juan. Philology and Didactics of Language, 19(2019), 32-61. Recovered from http://revista-hsj-filologia.unavarra.es/article/view/2664
Chen, W. (2019). An exploratory study on the role of L2 collaborative writing on learners’ subsequent individually composed texts. The Asia-Pacific Education Researcher, 28(6), 563-573. https://doi.org/10.1007/s40299-019-00455-3
Chen, W., & Ren, W. (2022). Educating L2 learners about collaborative writing: exploring the relationship between knowledge of collaborative writing and writing products. Language Awareness, 31(3), 371-391. https://doi.org/10.1080/09658416.2021.1969403
Chen, W., & Hapgood, S. (2021). Understanding knowledge, participation and learning in L2 collaborative writing: A metacognitive theory perspective. Language Teaching Research, 25(2), 256-281. https://doi.org/10.1177/1362168819837560
Chen, W., & Yu, S. (2019). A longitudinal case study of changes in students’ attitudes, participation, and learning in collaborative writing. System, 82(2019), 83-96. https://doi.org/10.1016/j.system.2019.03.005
Council of Europe. (2001). Common European framework of reference for languages: learning, teaching, assessment. Retrived from https://rm.coe.int/1680459f97
Elola, I., & Oskoz, A. (2010). Collaborative writing: Fostering L2 development and mastery of writing conventions. Language Learning & Technology, 14(3), 51-71. http://dx.doi.org/10125/44226
Fernández-Dobao, A. (2014). Attention to form in collaborative writing tasks: Comparing pair and small group interaction. Canadian Modern Language Review, 70, 158–187.
Fernández‐Dobao, A. (2020). Collaborative writing in mixed classes: What do heritage and second language learners think? Foreign Language Annals, 53(1), 48-68. https://doi.org/10.1111/flan.12446
Fernández‐Dobao, A., & Blum, A. (2013). Collaborative writing in pairs and small groups: Learners’ attitudes and perceptions. System, 41(2), 365-378. https://doi.org/10.1016/j.system.2013.02.002
Garcia Mayo, M. P. (2002). The effectiveness of two form-focused tasks in advanced EFL pedagogy. International Journal of Applied Linguistics, 12(2), 156-175. http://dx.doi.org/10.1111/1473-4192.t01-1-00029
Khatib, M., & Meihami, H. (2015). Languaging and writing skill: The effect of collaborative writing on EFL students’ writing performance. Advances in Language and Literary Studies, 6(1), 203-211.
Kim, Y., & McDonough, K. (2011). Using pretask modelling to encourage collaborative learning opportunities. Language Teaching Research, 15(2) 183-199. https://doi.org/10.1177/1362168810388711
Kuiken, F., & Vedder, I. (2017). Functional adequacy in L2 writing: Towards a new rating scale. Language Testing, 34(3), 321-336. https://doi.org/10.1177/0265532216663991
Li, M., & Kim, D. (2016). One wiki, two groups: Dynamic interactions across ESL collaborative writing tasks. Journal of Second Language Writing, 31 (2016) 25-42. https://doi.org/10.1016/j.jslw.2016.01.002
Li, M., & Zhang, M. (2023). Collaborative writing in L2 classrooms: A research agenda. Language Teaching, 56(1), 94–112. https://doi.org/10.1017/S0261444821000318
Li, M., & Zhu, W. (2017). Good or bad collaborative wiki writing: Exploring links between group interactions and writing products. Journal of Second Language Writing, 35(2017), 38-53. https://doi.org/10.1016/j.jslw.2017.01.003
McDonough, K. & De Vleeschauwer, J. (2019). Comparing the effect of collaborative and individual prewriting on EFL learners’ writing development. Journal of Second Language Writing, 44(2019), 123-130. https://doi.org/10.1016/j.jslw.2019.04.003
McDonough, K. (2004). Learner-learner interaction during pair and small group activities in a Thai EFL context. System, 32(2004), 207-224. https://doi.org/10.1016/j.system.2004.01.003
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage.
Mitchell, H., & Myles, F. (1988). Second language learning theories. Arnold.
Neumann, H., & McDonough, K. (2015). Exploring student interaction during collaborative prewriting discussions and its relationship to L2 writing. Journal of Second Language Writing, 27(2015) 84-104. https://doi.org/10.1016/j.jslw.2014.09.009
Pallotti, G. (2009). CAF: Defining, refining and differentiating constructs. Applied Linguistics, 30(4), 590-601. https://doi.org/10.1093/applin/amp045
Pham, V. P. H. (2021). The effects of collaborative writing on students’ writing fluency: An efficient framework for collaborative writing. SAGE Open, 11(1), 1-11. https://doi.org/10.1177/2158244021998363
Shehadeh, A. (2011). Effects and student perceptions of collaborative writing in L2. Journal of Second Language Writing, 20, 286-305. https://doi.org/10.1016/j.jslw.2011.05.010
Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 52(1), 119-158. https://doi.org/10.1111/1467-9922.00179
Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14(2005) 153-173. https://doi.org/10.1016/j.jslw.2005.05.002
Storch, N. (2013). Collaborative writing in L2 clasrooms. Multilingual Matters.
Villarreal, I., & Martínez-Sánchez, A. (2023). Exploring immediate and prolonged effects of collaborative writing on young learners’ texts: L2 versus FL. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2022-0062
Vorobel, O., & Kim, D. (2017). Adolescent ELLs' collaborative writing practices in face-to-face and online contexts: From perceptions to action. System, 65(2017), 78-89. https://doi.org/10.1016/j.system.2017.01.008
Vygotsky, L. S. (1978) Mind in society: The development of higher psychological processes. Harvard University Press.
Watanabe, Y., & Swain, M. (2007). Effects of proficiency differences and patterns of pair inter¬action on second language learning: Collaborative dialogue between adult ESL learners. Language Teaching Research, 11, 121-42. https://doi.org/10.1177/136216880607074599
Watanabe, Y. (2008). Peer-peer interaction between L2 learners of different proficiency levels: Their interactions and reflections. The Canadian Modern Language Review, 64(4), 605-663. https://doi.org/10.3138/cmlr.64.4.605
Wigglesworth, G., & Storch, N. (2009). Pair versus individual writing: Effects on fluency, complexity and accuracy. Language Testing, 26(3), 445-466. https://doi.org/10.1177/0265532209104670
Winarti, W., & Cahyono, B. Y. (2020). Collaborative writing and process writing approach: The effect and students perception. Journal of English Educator Society, 5(2), 163-169. https://doi.org/10.21070/jees.v5i2.773
Winarti., Cahyono, B. Y., Mukminatien, N., & El Khoiri, N. (2021). Collaborative writing using process writing approach: The effect of group size and personality types. International Journal of Instruction, 14(4), 391-410. Retrieved from https://files.eric.ed.gov/fulltext/EJ1319104.pdf
Yang, L., & Polin, L. G. (2023). Exploring the learning benefits of collaborative writing in L2 Chinese: a product-oriented perspective. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2023-0034
Zabihi, R., & Bayan, M. (2020). Are two voices better than one? Comparing aspects of text quality and authorial voice in paired and independent L2 writing. Written Communication, 37(4), 512-535. https://doi.org/10.1177/0741088320939542
Zhang, M. (2018). Collaborative writing in the EFL classroom: The effects of L1 and L2 use. System, 76(2018), 1-12. https://doi.org/10.1016/j.system.2018.04.009
Zhang, M. (2022). Collaborative writing in an EFL secondary setting: the role of task complexity. International Review of Applied Linguistics in Language Teaching, https://doi.org/10.1515/iral-2022-0024
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Pegem Journal of Education and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
