Collaborative Writing Using Process Writing Approach: The Effect of Group Size and Personality Types

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 thewriting skill.

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Using a wiki-based collaborative process writing pedagogy to facilitate collaborative writing among Chinese primary school students

Australasian Journal of Educational Technology ◽

10.14742/ajet.889 ◽

2012 ◽

Vol 28 (1) ◽

Cited By ~ 14

Author(s):

Xuanxi Li ◽

Samuel K. W. Chu ◽

Wing Wah Ki ◽

Matsuko Mukumoto Woo

Keyword(s):

Primary School ◽

Writing Process ◽

Collaborative Writing ◽

Writing Pedagogy ◽

Language Teachers ◽

Process Writing ◽

School Students ◽

Collaborative Process ◽

Chinese Language Teachers ◽

Chinese Writing

This case study explored collaborative writing in Chinese among 59 primary four Chinese students using a Wiki-based Collaborative Process Writing Pedagogy (WCPWP) in Shenzhen, China. It aimed mainly to design and orchestrate a WCPWP in order to facilitate students' Chinese writing. It investigated students' collaborative writing process and their performance on a wiki, and explored the perceptions and attitudes of the teacher and her students towards WCPWP. A wiki-based writing environment named Joyous Writing Club (JWC) was designed and developed using MediaWiki software. Data was collected from questionnaires, online wiki documents, interviews, and observations. The results illustrated students' collaborative writing process and their products on the wiki. Besides, the results showed that students perceived WCPWP was beneficial in boosting writing motivation, increasing group interactions, and extending the audience for their writing. This study may help primary educators gain a deeper understanding of the relationships between technology, pedagogy and education. It may also provide practical recommendations for primary school Chinese language teachers in the integration of Web 2.0 tools (wikis, Google Docs) as well as the use of effective pedagogical strategies in the teaching of Chinese writing.

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