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Abstract
While collaborative writing has been increasingly investigated in educational research, little is known about whether and how it is adopted as a pedagogical activity in classroom contexts. This exploratory study investigated EFL teachers' perceptions of the implementation of collaborative writing in Chinese tertiary institutions. The analysis of in-depth interviews with 31 EFL teachers from 13 institutions in the People's Republic of China and their teaching materials reveals mismatches between their perceptions and practices, as well as their perceptions and knowledge. While the teachers perceived collaborative writing as valuable and feasible, more than half of them were not using it, and their perceptions were not supported by sound teacher knowledge. Practical implications are provided for implementing collaborative writing in classroom contexts.
Highlights
Collaborative writing is a pedagogical activity that allows students to complete a text through coordinated efforts, shared responsibility, and joint decision making (Storch, 2013)
With a view to exploring tertiary EFL teachers’ perceptions of collaborative writing, the findings of our study are presented in three prominent themes: (1) teachers perceived collaborative writing as valuable and feasible, (2) teacher knowledge did not match teacher perceptions, and (3) teacher practices did not match teacher perceptions
Our findings reveal that all the teachers perceived collaborative writing as useful in changing the climate in the writing classroom because it could help them shift their traditional role as classroom dominator to another one that is a facilitator
Summary
Collaborative writing is a pedagogical activity that allows students to complete a text through coordinated efforts, shared responsibility, and joint decision making (Storch, 2013). As a relatively novel activity in the language classroom where writing is traditionally regarded as a solitary, individual act, collaborative writing has strong theoretical support and is found to have great practical value for students (Ede and Lunsford, 1990; Wigglesworth and Storch, 2009; Shehadeh, 2011). There is increasing evidence of the benefits of collaborative writing for student writers across different contexts, such as improving both immediate and subsequent writing performance, providing rich opportunities for language use, developing communicative competence, and facilitating long-term language learning (Shehadeh, 2011; Storch, 2013; Abe, 2019). There is a scarcity of research on classroom teachers’ perceptions and knowledge of collaborative writing, which are likely to determine whether and how teachers
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