Vol 5 No 2 (2020): October
Articles

Collaborative writing and process writing approach: The effect and students perception


Winarti
Universitas Negeri Malang, Indonesia
Bio
Bambang Yudi Cahyono
Universitas Negeri Malang, Indonesia
Bio
Picture in here are illustration from public domain image or provided by the author, as part of their works
Published October 1, 2020
Keywords
  • collaborative writing, process writing approach, writing ability
How to Cite
Winarti, & Cahyono, B. Y. (2020). Collaborative writing and process writing approach: The effect and students perception. JEES (Journal of English Educators Society), 5(2). https://doi.org/10.21070/jees.v5i2.773

Abstract

Over the last few years, the researchers and practitioners have acknowledged the potential benefits attained from collaborative writing activity which was based on the well- known theories of social constructivist and output hypothesis. Grounding from these theories, this study examined the collaborative writing combined with writing process approach to find out the effect of the task on students' ability in writing an explanation essay and students perception about the task. Two intact classes involving 30 students in each class participated in this study. One class as the experimental group completed the writing task using process writing in pairs while the other class completed the task individually. The students in experimental group were given a questionnaire right after the treatment to pool their views on the task. Post-test by administering the writing test was conducted to see the effect of the treatment. Data analysis revealed that students employing collaborative writing using process writing had better writing ability than students working individually. It was also found that most students felt that they gained many benefits from doing collaborative writing. These findings suggested that collaborative writing combined with process writing can be implemented in EFL writing pedagogy to improve students' writing ability.

HIGHLIGHTS

1. Collaborative writing has the positive effect on the overall writing ability and on each element of writing skill.
2. Collaborative writing not only encouraged the students to share the knowledge they had to other members but also it gave them remarkable input they needed in improving the
writing skill.

Downloads

Download data is not yet available.

References

  1. Akinwamide, T. K. (2012). The influence of Process Approach on English as second language Students’ performances in essay writing. English Language Teaching, 5(3), 16–29. https://doi.org/10.5539/elt.v5n3p16
  2. Alodwan, T. A; Ibnian, S. S. (2014). The Effect of Using the Process Approach to Writing on Developing University Students’ Essay Writing Skills in EFL Dr. Talal Abd Alhameed Alodwan 1 and Dr. Salem Saleh Khalaf Ibnian 2. International Journal of Linguistic and Communication, 2(2), 147–163.
  3. Baleghizadeh, S. (2009). The effect of pair work on a word-building task. ELT Journal, 64(4), 405–413. https://doi.org/10.1093/elt/ccp097
  4. Bayat, N. (2014). Sürece dayali{dotless} yazma yaklaşi{dotless}mi{dotless}ni{dotless}n yazma başari{dotless}si{dotless} ve kaygi{dotless}si{dotless} üstündeki etkisi. Kuram ve Uygulamada Egitim Bilimleri, 14(3), 1123–1141. https://doi.org/10.12738/estp.2014.3.1720
  5. Chen, R., & Hird, B. (2006). Group work in the Efl classroom in China: A closer look. RELC Journal, 37(1), 91–103. https://doi.org/10.1177/0033688206063476
  6. Faraj, A. K. A. (2015). Scaffolding EFL Students ’ Writing through the Writing Process Approach. Journal of Education and Practice, 6(13), 131–142.
  7. Fernández Dobao, A. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing, 21(1), 40–58. https://doi.org/10.1016/j.jslw.2011.12.002
  8. Fung, Y. M. (2010). Collaborative writing features. RELC Journal, 41(1), 18–30. https://doi.org/10.1177/0033688210362610
  9. Harmer, J. (2007). The Practice of Language Teaching. Longman.
  10. Hyland, K. (2019). Second Language Writing. Cambridge University Press.
  11. Johnson, D. W., & Johnson, R. T. (1991). Learning together and alone: cooperative, competitive, and individualistic learning. Prentice Hall.
  12. Koo, T. K., & Li, M. Y. (2016). A Guideline of Selecting and Reporting Intraclass Correlation Coefficients for Reliability Research. Journal of Chiropractic Medicine, 15(2), 155–163. https://doi.org/10.1016/j.jcm.2016.02.012
  13. Lamminpää, J., & Vesterinen, V. M. (2018). The use of humour during a collaborative inquiry. International Journal of Science Education, 40(14), 1718–1735. https://doi.org/10.1080/09500693.2018.1508926
  14. Mirzaei, A., & Eslami, Z. R. (2015). ZPD-activated languaging and collaborative L2 writing. Educational Psychology, 35(1), 5–25. https://doi.org/10.1080/01443410.2013.814198
  15. Nassaji, H., & Tian, J. (2010). Collaborative and individual output tasks and their effects on learning English phrasal verbs. Language Teaching Research, 14(4), 397–419. https://doi.org/10.1177/1362168810375364
  16. Näykki, P., Järvelä, S., Kirschner, P. A., & Järvenoja, H. (2014). Socio-emotional conflict in collaborative learning-A process-oriented case study in a higher education context. International Journal of Educational Research, 68, 1–
  17. https://doi.org/10.1016/j.ijer.2014.07.001
  18. Neumann, H., & McDonough, K. (2015). Exploring student interaction during collaborative prewriting discussions and its relationship to L2 writing. Journal of Second Language Writing, 27, 84–104. https://doi.org/10.1016/j.jslw.2014.09.009
  19. Pour-Mohammadi, M., Abidin, M. J. Z., & Fong, C. L. (2012). The effect of process writing practice on the writing quality of form one students: A case study. Asian Social Science, 8(3), 88–99. https://doi.org/10.5539/ass.v8n3p88
  20. Rusinovci, X. (2015). Teaching Writing Through Process-Genre Based Approach. US-China Education Review A, 5(10), 699–705.
  21. Saunders, W. M. (1989). Collaborative writing tasks and peer interaction. International Journal of Educational Research, 13(1), 101–112. https://doi.org/10.1016/0883-0355(89)90019-0
  22. Shehadeh, A. (2011). Effects and student perceptions of collaborative writing in L2. Journal of Second Language Writing, 20(4), 286–305. https://doi.org/10.1016/j.jslw.2011.05.010
  23. Storch, N. (2002). Relationships formed in dyadic interaction and opportunity for learning. International Journal of Educational Research, 37(3–4), 305–322. https://doi.org/10.1016/S0883-0355(03)00007-7
  24. Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14(3), 153–173. https://doi.org/10.1016/j.jslw.2005.05.002
  25. Storch, N. (2007). Investigating the merits of pair work on a text editing task in ESL classes. Language Teaching Research, 11(2), 143–159. https://doi.org/10.1177/1362168807074600
  26. Storch, N., & Aldosari, A. (2013). Pairing learners in pair work activity. Language Teaching Research, 17(1), 31–48. https://doi.org/10.1177/1362168812457530
  27. Swain, M. (1995). Three Functions of Output in Second Language Learning. In B. Seidlhofer (Ed.), Principle and Practice in Applied Linguistics: Studies in Honor of H.G. Widdowson (pp. 125–144). Oxford university Press.
  28. Swain, M., & Lapkin, S. (2001). Focus on form through collaborative dialogue: Exploring task effects. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 99–118). longman.
  29. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.
  30. Watanabe, Y., & Swain, M. (2007). Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative dialogue between adult ESL learners. Language Teaching Research, 11(2), 121–142. https://doi.org/10.1177/136216880607074599
  31. 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