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The Influence of Collaboration on Individual Writing Quality: The Case of Iranian vs. Malaysian College Students | ||
| Journal of English Language Teaching and Learning | ||
| مقاله 1، دوره 8، شماره 17، مهر 2016، صفحه 1-24 اصل مقاله (380.88 K) | ||
| نوع مقاله: Research Paper | ||
| نویسندگان | ||
| Parviz Ajideh1؛ Gerhard Leitner2؛ Seyed Yasin Yazdi-Amirkhiz* 3 | ||
| 1Professor of TEFL, Tabriz University | ||
| 2Professor, Free University, Berlin, Germany | ||
| 3Research Fellow, University of Malaya (UM), Malaysia | ||
| چکیده | ||
| This study purported to comparatively investigate the influence of collaborative writing on the quality of individual writing of four female Iranian and four female Malaysian students. The first semester students at a private university in Malaysia, who were comparable in terms of age, gender, study discipline, and language proficiency, were divided into two Iranian and two Malaysian dyads. The dyads performed collaborative writing tasks for 15 sessions; after three consecutive collaborative writing sessions, each participant was asked to individually attempt a writing task. Both collaborative and individual writing tasks comprised isomorphic graphic prompts (IELTS Academic Module task 1). Writing quality of the five individually-produced texts during the study was rated in terms of task achievement (TA), cohesion/coherence (C/C), grammatical range/accuracy (GR/A), and lexical resources (LR). The findings indicated a hierarchy of development in TA and C/C among all the students, while LR showed minor improvement only among three of Malaysian students, and GR/A barely exhibited any progress among everyone. Intermittent progressions and regressions were also discerned in the trajectory of their writing development. The findings are discussed in the light of the socio-cultural and emergentist perspectives, the typology of tasks used as well as the role of the participants’ level of language proficiency. | ||
| کلیدواژهها | ||
| Collaborative writing؛ Writing quality؛ Individual writing | ||
| مراجع | ||
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