آمار
| تعداد نشریات | 45 |
| تعداد شمارهها | 1,530 |
| تعداد مقالات | 18,639 |
| تعداد مشاهده مقاله | 61,274,374 |
| تعداد دریافت فایل اصل مقاله | 22,047,688 |
The Role of Online Collaborative Writing in Enhancing Teaching English as a Foreign Language Doctoral Candidates’ Abstract Writing: A Self-Determination Theory Perspective | ||
| Journal of English Language Teaching and Learning | ||
| مقاله 15، دوره 18، شماره 37، مهر 2026، صفحه 273-292 اصل مقاله (665.76 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2026.71359.2846 | ||
| نویسندگان | ||
| Roya Jafari* 1؛ Reza Dashtestani2 | ||
| 1Department of English Language and Literature, Faculty of Foreign Languages and Literatures, University of Tehran Tehran, Iran | ||
| 2Department of English Language and Literature, Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, Iran | ||
| چکیده | ||
| Online collaborative writing is an effective method in higher education, fostering interaction and shared responsibility in academic writing. Despite the growing demand for research publications, doctoral students majoring in Teaching English as a Foreign Language (TEFL) often struggle with writing research article abstracts due to challenges in organizing their content, developing their structure, and choosing the correct language. Grounded in Self-Determination Theory, which highlights fostering autonomy, competence, and relatedness and incorporating genre-based principles, the present study developed an online collaborative academic writing course designed to enhance abstract writing performance. This 10-session online intervention was run for 40 TEFL doctoral candidates using Adobe Connect for synchronous teaching and Google Docs for asynchronous tasks. Using a quantitative experimental design, the study employed t-tests to evaluate the effectiveness of the instructional course. The results revealed a statistically significant improvement in participants’ abstract writing performance following the intervention. These findings demonstrate the value of integrating technology-mediated writing instruction into teacher education and highlight the importance of fostering collaborative learning through digital platforms. Overall, the study provides practical insights for teacher trainers, professors, and researchers seeking to improve academic writing instruction in TEFL contexts. | ||
| کلیدواژهها | ||
| Online Collaborative Writing؛ Writing Performance؛ Research Article Abstracts؛ TEFL Students؛ Self-Determination Theory | ||
| مراجع | ||
|
Akcaoglu, M., & Lee, E. (2018). Using Facebook groups to support social presence in online learning. Distance Education, 39(3), 334–352. https://doi.org/10.1080/01587919.2018.1476842
Al Hilali, T. S., & McKinley, J. (2021). Exploring the socio-contextual nature of workplace writing: Towards preparing learners for the complexities of English L2 writing in the workplace. English for Specific Purposes, 63, 86–97. https://doi.org/10.1016/j.esp.2021.03.003
Alavi, S. M., & Rajabzadeh, F. (2021). Investigating Iranian EFL students’ academic writing problems and their causes. Cogent Education, 8(1), 1953864. https://doi.org/10.1080/2331186X.2021.1953864
AlMarwani, M. (2020). Academic writing: Challenges and potential solutions. Arab World English Journal (AWEJ), Special Issue on CALL, 6, 114–121. https://doi.org/10.24093/awej/call6.8
Amiri, F., & Puteh, M. (2017). Error analysis in academic writing: A case of international postgraduate students in Malaysia. Advances in Language and Literary Studies, 8(4), 141–147. https://doi.org/10.7575/aiac.alls.v8n4p141
Anderson, C., Day, K., & McLaughlin, P. (2006). Mastering the dissertation: Lecturers’ representations of the purposes and processes of Master’s level dissertation supervision. Studies in Higher Education, 31(2), 149–168. https://doi.org/10.1080/03075070600572017
Anggraini, R., Rozimela, Y., & Anwar, D. (2020). The effects of collaborative writing on EFL learners’ writing skills and their perception of the strategy. Journal of Language Teaching and Research, 11(2), 335–341. https://doi.org/10.17507/jltr.1102.25
Anttila, H., Sullanmaa, J., Tikkanen, L., & Pyhältö, K. (2024). PhD candidates’ engagement in researcher networks and the key learning experiences embedded in them. Education, Society & Cultures, 68,1-19. https://doi.org/10.24840/esc.vi68.810
Atai, M. R., Karimi, M. N., & Asadnia, F. (2018). Conceptions of research publication among Iranian doctoral students of applied linguistics: Cherish the wish to publish or rush to perish. Iranian Journal of Applied Linguistics, 21(1), 29–65. Retrieved from http://ijal.khu.ac.ir/article-1-2852-fa.html
Aydın, Z., & Yildiz, S. (2014). Using wikis to promote collaborative EFL writing. Language Learning & Technology, 18(1), 160–180. http://llt.msu.edu/issues/february2014/aydinyildiz.pdf
Bakhtiarvand, M., Roshani, A., & Armion, J. (2019). Developing EAP graduate students’ research article writing skills through genre-based pedagogy. Applied Linguistics Research Journal, 3(1), 33–47. https://doi.org/10.14744/ALRJ.2018.69875
Bikowski, D., & Vithanage, R. (2016). Effects of web-based collaborative writing on individual L2 writing development. Language Learning & Technology, 20(1), 79–99. http://llt.msu.edu/issues/february2016/bikowskivithanage.pdf
Can, S., Karabacak, E., & Qin, J. (2016). Structure of moves in research article abstracts in applied linguistics. Publications, 4(3), 23–38. https://doi.org/10.3390/publications4030023
David, D. R., & Anderson, C. E. (2022). The universal genre sphere: A curricular model integrating GBA and UDL to promote equitable academic writing instruction for EAL university students. Center for Educational Policy Studies Journal, 12(4), 35–52. https://doi.org/10.26529/cepsj.1442
Dinh, L. P., & Nguyen, T. T. (2020). Pandemic, social distancing, and social work education: Students’ satisfaction with online education in Vietnam. Social Work Education, 39(8), 1017-1030. https://doi.org/10.1080/02615479.2020.1823365
Dobao, A. F. (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
Ebadi, S., & Rahimi, M. (2017). Exploring the impact of online peer-editing using Google Docs on EFL learners’ academic writing skills: A mixed methods study. Computer Assisted Language Learning, 30(7), 787–815. https://doi.org/10.1080/09588221.2017.1363056
Fan, Y., & Xu, J. (2020). Exploring student engagement with peer feedback on L2 writing. Journal of Second Language Writing, 50, 100775. https://doi.org/10.1016/j.jslw.2020.100775
Flower, L., & Hayes, J. (2004). A cognitive process theory of writing. College Composition and Communication, 32(4), 365–387. https://doi.org/10.2307/356600
Gholami, J., Alikhani, A., & Askari, H. R. (2020). Iranian EFL students' perceptions of their academic writing difficulties and needs. Journal of Language and Education, 6(2), 34–44. https://doi.org/10.17323/jle.2020.9763
Glaister, C., Griggs, V., Martinez Gonzalez, O., & Hussain, M. (2023). Informal collaborative learning (ICL) – student perspectives on the role of informal collaborative learning in higher education. Teaching in Higher Education. https://doi.org/10.1080/13562517.2023.2177843
Glasman-Deal, H. (2010). Science research writing for non-native speakers of English. Imperial College Press.
Hakim, H., Arsyad, S., & Syahrial. (2020). Rhetorical moves and linguistic realizations of research article abstract by Indonesian authors in applied linguistics published in international journals. Journal of Applied Linguistics and Literature, 6(1), 46–71. https://doi.org/10.33369/joall.v6i1.11800
Hejazi, S., Y., & Sadoughi, M. (2022). How does teacher support contribute to learners’ grit? The role of learning enjoyment. Innovation in Language Learning and Teaching, 17(3), 593–606. https://doi.org/10.1080/17501229.2022.2098961
Hsu, H. C. (2020). The impact of task complexity on patterns of interaction during web-based asynchronous collaborative writing tasks. System, 93, Article 102328. https://doi.org/10.1016/j.system.2020.102328
Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12(1), 17–29. https://doi.org/10.1016/S1060-3743(02)00124-8
Hyland, K. (2004). Disciplinary discourses: Social interactions in academic writing. University of Michigan Press.
Hyland, K. (2016). Teaching and researching writing (3rd ed.). Routledge.
Ismail, I., Hasan, H., & Musdalifah, M. (2018). Development of student competencies through the effectiveness of the educational internship program. Edumaspul: Jurnal Pendidikan, 2(1), 124–132. https://doi.org/10.33487/edumaspul.v2i1.48
Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51. https://doi.org/10.1111/flan.12318
Klein, J. T. (2008). Evaluation of interdisciplinary and transdisciplinary research—A literature review. American Journal of Preventive Medicine, 35, 116–123. https://doi.org/10.1016/j.amepre.2008.05.010
Kormos, J., & Csizér, K. (2020). The role of individual differences in second language learning and teaching. Applied Linguistics, 41(4), 488–508. https://doi.org/10.1093/applin/amy050
Kosasih, F. R. (2018). A genre analysis of thesis abstracts at a state university in Banten. Lingua Cultura, 12(1). https://doi.org/10.21512/lc.v12i1.1963
Lai, C., Lei, C., & Liu, Y. (2016). The nature of collaboration and perceived learning in wiki-based collaborative writing. Australasian Journal of Educational Technology, 32, 80–95. https://doi.org/10.14742/ajet.2586
Lam, S. T. (2021). A web-based feedback platform for peer and teacher feedback on writing: An activity theory perspective. Computers and Composition, 62. https://doi.org/10.1016/j.compcom.2021.101273
Li, M. (2018). Computer-mediated collaborative writing in L2 contexts: An analysis of empirical research. Computer Assisted Language Learning, 31, 882–904. https://doi.org/10.1080/09588221.2018.1465981
Liao, C. C. Y., Chang, W., & Chan, T. (2018). The effects of participation, performance, and interest in a game-based writing environment. Journal of Computer Assisted Learning, 34(3), 211–222. https://doi.org/10.1111/jcal.12233
Liu, N. F., & Carless, D. (2006). Peer feedback: The learning element of peer assessment. Teaching in Higher Education, 11, 279–290. https://doi.org/10.1080/13562510600680582
Liu, S. H., & Lan, Y. J. (2016). Social constructivist approach to web-based EFL learning: Collaboration, motivation, and perception on the use of Google Docs. Journal of Educational Technology & Society, 19(1), 171–186. http://www.jstor.org/stable/jeductechsoci.19.1.171
Lowry, P., Curtis, A., & Lowry, M. (2004). Building a taxonomy and nomenclature of collaborative writing to improve interdisciplinary research and practice. Journal of Business Communication, 41, 66–99. https://doi.org/10.1177/0021943603259363
Male, H. (2018). A structural move analysis of abstracts in undergraduate theses: A case study at Universitas Kristen Indonesia. KnE Social Sciences, 3(9), 284–294. https://doi.org/10.18502/kss.v3i9.2690
Mandusic, D., & Blaskovic, L. (2015). The impact of collaborative learning on critically thinking. Trakia Journal of Science, 13, 426–428. https://doi.org/10.15547/tjs.2015.s.01.073
McCombes, S. (2023). Survey research/definition, examples & methods. https://www.scribbr.com/methodology/sampling-methods/
Mudawe, O. M. N. (2018). Google Docs: Potentials and promises for scaffolding supervisory pedagogical practices of EFL/ESL students’ writing dissertations. Journal of Applied Linguistics and Language Research, 5, 192–206. Retrieved from https://www.ijsr.net/archive/v6i5/ART20172929.pdf
O’Dowd, R., Sauro, S., & Spector-Cohen, E. (2020). The role of pedagogical mentoring in virtual exchange. TESOL Quarterly, 54, 146–172. https://doi.org/10.1002/tesq.543
Obeng-Ofori, D. (2020). Internationalization of universities. International Journal of Multidisciplinary Studies and Innovative Research3, 54–60. http://doi.org/10.21681/IJMSIR-0000401-19000-2020
Paré, A. (2017). The once and future writing center: A reflection and critique. Canadian Journal for Studies in Discourse and Writing, 27, 1–8. https://doi.org/10.31468/cjsdwr.573
Pho, P. D. (2008). Research article abstracts in applied linguistics and educational technology: A study of linguistic realizations of rhetorical structure and authorial stance. Discourse Studies, 10, 231–250. https://doi.org/10.1177/1461445607087010
Rahimi, M., & Fathi, J. (2022). Exploring the impact of wiki-mediated collaborative writing on EFL students’ writing performance, writing self-regulation, and writing self-efficacy: A mixed methods study. Computer Assisted Language Learning, 35, 2627–2674. https://doi.org/10.1080/09588221.2021.1888753
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Sadoughi, M. & Hejazi, S., Y. (2023). Teacher support, growth language mindset, and academic engagement: The mediating role of L2 grit. Studies in Educational Evaluation, 77. https://doi.org/10.1016/j.stueduc.2023.101251
Selcuk, H., Jones, J., & Vonkova, H. (2021). The emergence and influence of group leaders in web-based collaborative writing: Self-reported accounts of EFL learners. Computer Assisted Language Learning, 34, 1040–1060. https://doi.org/10.1080/09588221.2019.1650781
Shin, F., & Kim, M. (2023). The effects of task-based language teaching on language proficiency: A comparison of two groups. Language Teaching Research, 27(1), 37–54. https://doi./10.1177/13621688211010691
Sidek, H. M. (2017). Entrepreneurial education conference proceedings: A rhetorical moves analysis of abstracts. International E-journal of Advances in Social Sciences, 3(9), 1112–1119. http://doi.org/10.18769/ijasos.401178
Storch, N. (2018). Collaborative writing. In The TESOL Encyclopedia of English Language Teaching (pp. 1–6). https://doi.org/10.1002/9781118784235.eelt0395
Storch, N. (2019). Collaborative writing. Language Teaching, 52, 40–59. https://doi.org/10.1017/S0261444818000320
Sükan, S., & Mohammadzadeh, B. (2022). Challenges of writing theses and dissertations in an EFL context: Genre and move analysis of abstracts written by Turkish M.A. and Ph.D. students. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.925420
Suntara, W., & Usaha, S. (2013). Research article abstracts in two related disciplines: Rhetorical variation between linguistics and applied linguistics. English Language Teaching, 6(2), 1–84. http://doi.org/10.5539/elt.v6n2p84
Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge University Press.
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.
Tan, S., Cho, Y. W., & Xu, W. (2022). Exploring the effects of automated written corrective feedback, computer-mediated peer feedback, and their combination mode on EFL learners' writing performance. Interactive Learning Environments, 1–11. https://doi.org/10.1080/10494820.2022.2066137
Tanela, E. (2019). Move structure analysis on research article abstracts in national and international SCOPUS indexed journals. Advances in Social Science, Education, and Humanities Research, 34. https://doi.org/10.2991/assehr.k.200427.004
Teng, M. F. (2021). Interactive-whiteboard-technology-supported collaborative writing: Writing achievement, metacognitive activities, and co-regulation patterns. System, 97, 102426. https://doi.org/10.1016/j.system.2020.102426
Teow, W. S. (2014). The role of ICT in scaffolding collaborative writing. The English Instructor, 43(1), 33–45. Retrieved from https://core.ac.uk/display/297599738
Tseng, F. (2011). Analyses of moves structure and verb tense of research article abstracts in applied linguistics journals. International Journal of English Linguistics, 1(2), 27–39. https://doi.org/10.5539/ijel.v1n2p27
Wang, Y. C. (2015). Promoting collaborative writing through wikis: A new approach for advancing innovative and active learning in an ESP context. Computer Assisted Language Learning, 28, 499–512. https://doi.org/10.1080/09588221.2014.881386
Weissberg, R. (2006). Connecting speaking & writing in second language writing instruction. University of Michigan Press.
Wijaya, L. E., & Ardi, P. (2022). Rhetorical moves of research article abstract: A comparative study of national and international journals. Research Result: Theoretical and Applied Linguistics, 8(1), 135–149. http://doi.org/10.18413/2313-8912-2022-8-1-0-9
Yong, M. F. (2006). The nature and dynamics of collaborative writing in a Malaysian tertiary ESL setting [Doctoral dissertation, Massey University]. Massey Research Online. https://mro.massey.ac.nz/items/57b97894-b0f9-4247-b5d9-310c50154d00
Yeh, S., Lo, J., & Huang, J. (2011). Scaffolding collaborative technical writing with procedural facilitation and synchronous discussion. International Journal of Computer-Supported Collaborative Learning, 6(3), 397–419. https://doi.org/10.1007/s11412-011-9117-9
Zhao, R., & Zou, D. (2021). Types, features, and effectiveness of technologies in collaborative writing for second language learning. Computer Assisted Language Learning, 1–31. https://doi.org/10.1080/09588221.2021.1880441
Zotzmann, K., & Sheldrake, R. (2021). Postgraduate students’ beliefs about and confidence for academic writing in the field of applied linguistics. Journal of Second Language Writing, 52. https://doi.org/10.1016/J.JSLW.2021.100810 | ||
|
آمار تعداد مشاهده مقاله: 138 تعداد دریافت فایل اصل مقاله: 32 |
||