Abstract
Collaborative Writing (CW) has stimulated scholars for years in order to shed light on the effects of this kind of activity, and in terms of writing fluency, some researchers succeeded in stating that writing in groups affects the quality of learners' texts. Nevertheless, the previous studies have not provided fully spotlight on the field of utilizing grammar and vocabulary correctly when students compose text with peers. The purpose of this study was to review the effects of CW to the learners’ work in terms of accuracy from the perspective of Sociocultural Theory (SCT).
Highlights
Sociocultural Theory (SCT) (Vygotsky, 1978 as cited in Marginson & Dang, 2017) plays an important role in learning language generally and especially in the form of collaborative writing (CW) due to the constructs of this theory
CW has been researched for years until now, scholars have still been stimulated by this approach's accuracy effectiveness
Previous studies on the effects of CW on student writers' text indicated that this kind of learning activity greatly affects positively interaction between mentors and students as well as among learners and writing fluency (Storch, 2018; Pham, 2021), whereas, the other researchers implied that CW leads to the result of being better at accuracy alternatively grammar and vocabulary (McDonough et al, 2019; Kim & Emeliyanova, 2021)
Summary
Sociocultural Theory (SCT) (Vygotsky, 1978 as cited in Marginson & Dang, 2017) plays an important role in learning language generally and especially in the form of collaborative writing (CW) due to the constructs of this theory. From the perspective of language instruction (Peregoy & Boyle, 2001), together with VanPattern & Williams (2014), advocated that the application of SCT in classroom communicative activities greatly supports teachers and learners in general. In greater detail, according to Storch (2012), from a "sociocultural theoretical perspective," interaction gives learners opportunities to enhance their language under the setting of feedback and communication. Previous studies on the effects of CW on student writers' text indicated that this kind of learning activity greatly affects positively interaction (feedback) between mentors and students as well as among learners and writing fluency (Storch, 2018; Pham, 2021), whereas, the other researchers implied that CW leads to the result of being better at accuracy alternatively grammar and vocabulary (McDonough et al, 2019; Kim & Emeliyanova, 2021). This study focuses on the accuracy of CW simultaneously grammar and vocabulary
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