Alamar_2019_Case.pdf (4.01 MB)
Download fileA case study to compare collaborative vs. individual essay writing in Saudi male EFL learners
thesis
posted on 2023-02-24, 19:48 authored by Mansour AlammarThis research is set in the Saudi Arabian third level context and investigates the impact on
English language (L2) academic essay writing of writing collaboratively compared to writing
individually. In the field of Applied Linguistics, to date, little attention has been paid to the
role of collaborative writing in improving writing in the English as an L2 classroom, in this or
indeed other international contexts. However, it is particularly relevant to the KSA context
where improving academic writing among students is a current concern in the drive to grow
educational and economic links internationally. The participants in this study were 20 L2 male
students in Level 3 majoring in English at the Imam University College of Languages and
Translation in Saudi Arabia.
The research study used a mixed-methods approach that combined qualitative and quantitative
data gathering and analysis. To collect data, the researcher utilized five researcher-designed
instruments: an EFL essay writing test, an error-correction writing test, a questionnaire with
open-ended questions (practitioners and students), semi-structured interviews (students), and
think-aloud protocols. Qualitative data were collected through the open questions in the preand
post- questionnaires, interviews, and think-aloud protocols. The quantitative data were
collected through the pre- and post- questionnaires, the error-correction writing test, and the
writing pre- and post-tests. The results of this study show a positive impact of collaborative
writing, which was manifested in improved essay writing performance, motivation, attitudes
towards collaborative writing, and peer feedback in improving writing skills.
The findings of this study were found to be very significant for the adoption of collaborative
writing in teaching EFL writing. While the study expands on and confirms previous research
study in the field of TESOL, specifically methods for teaching writing, it also stresses the need
for further research into new pedagogical methods such as online and outside class
collaborative writing and peer feedback training.
History
Faculty
- Faculty of Arts, Humanities and Social Sciences
Degree
- Doctoral
First supervisor
Freda MishanNote
peer-reviewedLanguage
EnglishDepartment or School
- School of Modern Languages and Applied Linguistics