The Impact of Collaborative Writing on English Continuation Tasks of Senior High School Students

doi:10.46451//ijts.2020.12.07

Abstract

Highlights

The study of collaborative writing has a long history, the research of collaborative writing in language classrooms is a recent phenomenon
As Storch (2005) noted, pairs and small groups were frequently adopted in communicative language classrooms, but writing was still considered a solitary and private activity, and collaboration was often restricted to brainstorming and revising periods in the writing process
According to the definition of collaborative writing, students should collaborate throughout the writing process

Summary

Introduction

The study of collaborative writing has a long history, the research of collaborative writing in language classrooms is a recent phenomenon. In recent years there has been further research on students’ interaction during collaborative prewriting discussions (Neumann & McDonough, 2015), ZPD-activated languaging (Mirzaei & Eslami, 2015) and collaborative revision (Hanjani & Li, 2014). These studies provide insights into collaborative writing in terms of various contexts as well as instruments. Studies on cooperative learning in English writing (e.g. Yin, 2008) have shown that when students are asked to do peer review they tended to focus on errors at the sentence and word levels. According to the definition of collaborative writing, students should collaborate throughout the writing process Such collaboration in the true sense of the word means that students have joint responsibility over the production of the text. Too, cooperative learning in writing cannot be equal to collaborative writing

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