MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY HUYNH NGUYEN PHUC DUYEN CHU VAN AN HIGH SCHOOL GRADE 11 ENGLISH STUDENTS’ PERCEPTIONS AND PRACTICES OF COLLABORATIVE WRITING TO
INTRODUCTION
Rationale
English is a compulsory subject in high schools, colleges, and universities, making writing a fundamental skill for students learning a foreign language Mastering writing requires dedicated practice, as it is a productive skill that does not come naturally To achieve proficiency, students must develop a strong vocabulary and background knowledge on various social subjects, which often presents challenges due to inadequate instruction and limited time for vocabulary enhancement According to Tribble (1996), writing involves more than just representing speech; it encompasses the structured development and presentation of thoughts Therefore, integrating receptive and productive skills in writing assessments can effectively gauge students' understanding and should be emphasized as a key component of high school curricula.
Argumentative writing is a crucial genre of academic writing that involves presenting a writer's opinion on a controversial topic, supported by evidence and examples (Barbee, 2015) Students must take a clear stance and articulate their position effectively Research by Ferretti et al (2007) indicates that this writing style poses significant challenges for L2 learners due to its demand for advanced cognitive and linguistic skills.
High school students, particularly those majoring in English, must develop strong argumentative essay writing skills, as this genre is integral to their curriculum and end-term assessments However, many students struggle with crafting these essays due to a lack of academic vocabulary and insufficient evidence to support their arguments Additionally, writing instruction often receives minimal focus in high schools, resulting in limited practice opportunities for students Furthermore, students frequently worry about the correctness of their writing, and teachers often lack the time to provide individual feedback to address these concerns.
As a high school EFL teacher, I recognize the critical role of enhancing students' overall language skills, especially their writing abilities Writing argumentative essays is not only vital in the English curriculum but also a key requirement in English assessments at Chu Van An High School for gifted students Therefore, it's essential for EFL educators to employ various pedagogical strategies to foster students' writing competence, with collaborative writing being highly endorsed by numerous language researchers.
Collaborative writing is recognized for enhancing students' motivation, confidence, and overall writing quality, as noted by Shehadeh (2011) and Dobao & Blum (2013) Additionally, Zaky (2018) highlights that this approach allows students to share ideas, knowledge, and skills effectively.
Numerous studies in Vietnam have examined the role of collaborative writing in foreign language education (Pham 2016; Trinh & Nguyen 2021; Tran 2019) Nonetheless, there is a significant gap in research regarding high school English students' perceptions of collaborative writing and its impact on their ability to write argumentative essays.
From the aforementioned reasons, I am inclined to conduct a study on
This study examines the perceptions and practices of Grade 11 English students at Chu Van An High School regarding collaborative writing as a strategy to improve their argumentative essay skills By focusing on the influence of collaborative writing in the context of learning English as a foreign language, the research highlights the importance of adapting writing methodologies in high school education to enhance student outcomes.
Aim and Objectives of the Study
This study investigates the implementation of collaborative writing techniques in writing classes, specifically examining how Grade 11 English students perceive these activities It focuses on their views regarding the benefits of collaborative writing, as well as the challenges they encounter during the process.
The study is expected to achieve the following objectives:
(1) To identify Grade 11 English students’ perceptions of the impact of collaborative writing on their argumentative essay writing performance
(2) To explore the difficulties Chu Van An High School’s Grade 11 English students encounter in writing argumentative essays collaboratively.
Research Questions
With the aim and objectives of the study, I tried to seek the answers to the following questions:
1 What perceptions do Chu Van An High School’s Grade 11 English students hold of the impact of collaborative writing on improving their argumentative essays?
2 What difficulties do Chu Van An High School’s Grade 11 English students encounter in writing argumentative essays collaboratively?
Scope of the Study
This study focuses on the perceptions of G11 English students at Chu Van An High School for the Gifted regarding collaborative writing and the challenges they face when working together on argumentative essays.
This study explores the perceptions of 35 Grade 11 English students at Chu Van An High School for the Gifted regarding collaborative writing activities It specifically examines the benefits and challenges encountered during these collaborative exercises, while concentrating solely on the writing curriculum designed for Grade 11 English students Due to time and resource constraints, the research is limited to this specific group and context.
Significance of the Study
This study aims to uncover the effects of collaborative writing on enhancing the argumentative essay skills of Grade 11 English-gifted students Given that writing an argumentative essay is a key requirement in the Provincial Excellent Student Contest in English, the findings are expected to help students improve their ability to generate and organize ideas, ultimately elevating the quality of their essays.
The results will assist EFL teachers in understanding how their English students view collaborative writing, enabling them to adjust their teaching strategies to more effectively address students' needs in writing argumentative essays.
The study consists of five chapters:
The first chapter, Introduction, consists of Rationale, Significance and
Organization of the study This chapter introduces the reason why choosing this research and provides readers with an overall look on the study
The second chapter, Literature Review, offers an overview of the theoretical foundations of collaborative and argumentative writing It examines prior research on the impact of collaborative writing on enhancing argumentative essay skills and explores high school students' perceptions regarding the implementation of collaborative writing techniques.
The third chapter, Methodology and Procedures, presents the aims of the study, research design, research method as well as research questions
The fourth chapter, Findings and Discussion presents the findings based on the results of the data analysis
The final chapter presents a summary of the findings regarding 11th Grade English students' perceptions of collaborative writing, highlighting its effectiveness as a strategy to improve their argumentative essay writing skills.
LITERATURE REVIEW
Writing Skill
Writing is a fundamental skill in English language teaching, enabling individuals to express ideas, opinions, thoughts, and feelings in written form As a productive skill, it requires the organization of thoughts, selection of appropriate vocabulary, and sentence structuring Extensive research has been conducted to enhance writing proficiency, with Harmer (2004) defining it as a means to produce language and convey emotions and opinions Through writing, individuals can effectively communicate their inner thoughts.
294) regarded writing as a process of “conveying information or expression of original ideas in a consecutive way in the new language” As stated by
Writing is an active process of meaning-making, where learners structure and communicate their ideas effectively (Hyland, 2002) According to Brown (2001), writing is fundamentally a thinking process that involves analyzing, organizing, and clarifying thoughts, as well as making decisions about content, structure, and language He emphasized the importance of planning and the potential for unlimited revisions, which enhance the clarity, coherence, and accuracy of the final product Additionally, Harris (1993) highlighted that writing is a complex process that unfolds over time, particularly through the extensive thinking that precedes the creation of the first draft.
Writing is a multifaceted activity that requires both physical and mental engagement According to Nunan (2003), the physical aspect encompasses forming letters and typing, while the mental aspect involves cognitive processes such as idea generation, planning, and revising As a result, effective writing necessitates that learners generate and organize their ideas coherently to create meaningful paragraphs.
Writing is a fundamental skill in English learning and teaching that students must master, as it significantly enhances their educational performance (Sajid & Siddiqui, 2015) This essential skill contributes to both academic development and personal growth, offering numerous benefits Proficient writing allows students to effectively express their thoughts, ideas, and opinions, leading to greater success across various fields As noted by Alfaki (2015), writing serves as a medium for individuals to convey their notions, views, and attitudes clearly and accurately to their audience.
Writing is a vital communication tool that enables individuals to share knowledge, persuade others, and express their opinions effectively (Hyland, 2002) According to Coffin et al (2003), writing significantly enhances students' academic performance by improving their comprehension, memorization, and communication skills, while also reinforcing their overall abilities.
Writing skills enhance students' critical thinking by enabling them to evaluate diverse perspectives According to Flower and Hayes (1981), writing is a cognitive process involving planning, drafting, and revising, which helps students clarify their thoughts and organize their arguments This approach fosters critical evaluation of ideas, crucial for constructing clear and logical arguments.
An essay is a structured form of writing aimed at informing or persuading readers It can be categorized into four main types: argumentative, expository, narrative, and descriptive essays, each serving a unique purpose in conveying ideas and information.
2.1.3.1 Argumentative Essays Argumentative essays require students to present a clear thesis on a given topic and support it with relevant evidence and logical reasoning The writer presents a clear thesis statement and constructs a well-organized argument by providing supporting points, examples, and counterarguments According to Hacker & Sommers (2020), the main purpose of writing an argumentative essay is to persuade the reader of the validity of the writer's viewpoint by presenting a compelling case backed by credible evidence
2.1.3.2 Narrative Essays Narrative essay is an essay that tell a story about a personal experience According to Anker (2010, p 613), a narrative essay “covers the important scenes of a story in a chronological order in accordance to time and place where the events were occurred”
2.1.3.3 Discursive Essays Discursive essays involve analyzing and presenting different perspectives on a topic The writer explores various viewpoints, provides a balanced evaluation, and offers a conclusion that considers multiple angles Unlike argumentative essays that aim to persuade the reader of a specific viewpoint, discursive essays present an objective overview of the topic, discussing the pros and cons, advantages and disadvantages, or different opinions on the matter (Hacker & Sommers, 2020)
2.1.3.4 Expository Essays An expository essay explores various angles of a specific topic to provide information in an objective manner According to Langan (2004), this genre of essay focuses on presenting facts, evidence, and explanations without the writer’s personal opinions or biases The aim of expository essays is to inform the reader by breaking down complex information into understandable parts, often organized through comparison, cause and effect, or problem and solution.
Writing Process
Writing, particularly for good writers, is often regarded as a process, and this has encouraged the idea of training L2 learners to be familiar with it
In practice, the process approach to writing is also considered common for the major part of ESL/EFL teachers (Hyland, 2008)
It is also widely theoretically accepted that the writing process is recursive rather than linear, as demonstrated in the following diagram
Writing is a complex process that encompasses several key stages, including prewriting, planning, drafting, editing, feedback, revision, and proofreading (Hyland, 2008) To create coherent and effective written works, it is essential for writers to actively participate in each of these stages of composition.
The prewriting stage is crucial for students as it fosters idea generation and essay production, with ideas remaining tentative and subject to change Various strategies, including free-writing, mind-mapping, brainstorming, interviewing, reading and note-taking, journal writing, and online research, assist writers in developing their thoughts According to Hyland (2008), writing is a recursive process, meaning that writers often revisit stages such as planning, drafting, editing, and revision During multiple-draft phases, student writers may return to prewriting to refine and enhance their idea development.
When writing essays, it is essential for writers to consider their purpose and audience knowledge while selecting ideas and facts Drafting involves creating a preliminary version based on an outline, allowing writers to articulate their thoughts without making corrections during the initial phase The outline serves as a roadmap, enabling writers to effectively communicate their ideas through their language skills and understanding of discourse.
Revision is the process of improving a written work by adding or removing information and enhancing clarity, style, and coherence This stage allows for modifications to both the content and organization of the text, resulting in a more polished final product.
The final steps in the writing process are editing and proofreading, which are crucial for enhancing readability and professionalism Editing addresses sentence-level issues like grammar, punctuation, and word choice, while proofreading focuses on eliminating errors According to Graham and Perin (2007), attention to these details significantly improves the quality of writing For English as a Foreign Language (EFL) students, this stage can be particularly challenging as they strive to achieve both linguistic accuracy and content quality.
In conclusion, writing is a cognitive, social, and recursive activity that allows for flexibility, enabling writers to revisit earlier stages based on feedback This process-oriented approach is crucial in education, as it emphasizes the development of ideas and the iterative nature of writing over merely achieving a final product EFL students should be introduced to stages such as prewriting, writing, revising, and editing to enhance their critical thinking and reasoning skills, ultimately leading to high-quality writing Acknowledging that writing can be challenging, teachers face difficulties in helping learners achieve satisfactory writing levels, often due to a lack of effective writing strategies or linguistic skills Simply correcting mistakes is insufficient; understanding students' thought processes during writing is essential to help them overcome obstacles By identifying strengths and weaknesses, teachers can provide more tailored guidance, fostering a supportive classroom environment that promotes better writing practices.
An Overview of Gifted Students
Gifted students are individuals who demonstrate exceptional abilities in one or more domains, outperforming their peers in areas such as mathematics, arts, or language Gagné (2004) defines giftedness as a remarkable natural talent or aptitude, while Renzulli (2005) emphasizes that these students possess above-average ability, creativity, and dedication to tasks This combination allows gifted students to create high-quality, original, and valuable work.
Academically gifted individuals are characterized by traits such as exceptional academic performance, a passion for learning, and the ability to persevere through challenging tasks, setting them apart from their peers (Pfeiffer, 2012) According to Davidson (2021), these students frequently demonstrate specific qualities that highlight their giftedness.
• Being able to understand stuff that is several grade levels above what their age-related peers can understand
• Being surprisingly mature in emotional awareness
• Being enthusiastic about specialized subjects and hobbies that are eccentric
• Being inventive to show the ability to solve problems creatively
• Being able to absorb the information easily, requiring little repetition
• Being mindful of oneself, others, and challenges across the world
Additionally, Renzulli (2011) agreed that talented students frequently exhibit high aptitude, high originality, and high work dedication They also comprehend the course topics more quickly than the typical student (Fonseca,
2011), and they typically learn well on their own (Ormrod, 2003).
An Overview of Argumentative Writing
Argumentative writing is a persuasive form of discourse that aims to convince an audience through well-supported claims, as defined by Toulmin (1958) Hillocks also emphasizes the importance of evidence and reasoning in this type of writing, highlighting its role in effectively communicating arguments.
Argumentative writing is the process of crafting a compelling argument by integrating the writer's claims with supporting evidence This genre requires the consideration of counterarguments, showcasing why the primary argument is more persuasive than opposing views According to Ferretti and Fan (2016), effective argumentative writing constructs a coherent narrative where the writer adopts a position on a controversial issue, bolstered by logical reasoning and empirical evidence.
From a sociocultural perspective, Vygotsky (1978) emphasized that learning is a social process where knowledge is co-constructed through interactions This highlights that students' abilities in argumentative writing are influenced by cultural, educational, and linguistic factors Vygotsky advocated for the importance of social interaction, suggesting that collaborative writing tasks, peer reviews, and discussions are effective methods for enhancing writing skills Engaging with peers and instructors allows students to explore diverse viewpoints, critically assess arguments, and refine their persuasive techniques, all essential elements of successful argumentative writing.
Argumentative writing is a complex skill that involves making evidence-based claims, employing logical reasoning, addressing counterarguments, and persuading an audience Different researchers offer varied perspectives on this form of writing, underscoring its multifaceted nature and the depth required for effective academic practice.
2.4.2 Organization and Development of an Argumentative Essay
Writing an argumentative essay is more cognitively demanding than crafting a narrative, as noted by Crowhurst (1990) According to Langan (2004), an effective argumentative essay consists of three essential components: the Introduction, Body, and Conclusion.
2.4.2.1 Introduction The introduction is where the writer presents a brief description of the issue It usually starts by a hook to catch readers’ attention at the first time reading According to Smalley and Ruetten (1986), an introduction is used to introduce the topic which needs to be discussed and the central idea, which is also called as the thesis statement in an essay In argumentative essays, thesis statements are classified into two types: debatable and nondebatable Debatable statements mean a point of view which people might or might not agree with, while non-debatable ones refer to a thesis statement that no one disagrees with The thesis statement is very important because it tells the reader what they will be reading Without the presence of a proper thesis statement, it is impossible for a writing to be a correct argumentative writing Therefore, the thesis statement should be clear and concise so the reader can identify it and efficiently understand the main idea of the essay However, one of the core problems students have with writing is that they are not able to write a clear, understandable and strong thesis statement
2.4.2.2 Body Every paragraph in this part should be organized according to a logical manner According to Meyers (2005), this part also aims to develop and to support the thesis by breaking it down into smaller ideas Langan (2014) pointed out that every supporting paragraph in the body of the essay should start with a topic sentence The topic sentence introduces the main idea of a paragraph and tells the readers what they are going to read about The argument presented in the topic sentence is supported by a range of sentences that follow, also known as supporting sentences It was stated by Batteiger (1994) that it is important for students to provide sufficient evidence, reasons and explanations when writing the body paragraphs to support their initial stance Nevertheless, when writing an argumentative
Difficulties Faced by High School Students in Writing Argumentative Essays 15
Evidence is crucial in supporting claims and persuading readers to accept the writer's perspective, as highlighted by Fulwiler (2002) Without solid proof, convincing an audience becomes challenging Additionally, students frequently struggle with crafting the counterargument paragraph, which presents opposing viewpoints and addresses potential objections by offering a refutation.
The writer challenges opposing viewpoints, demonstrating their inaccuracies Recent research indicates that counterarguments pose significant challenges for students when crafting argumentative essays According to Cottrell (2005), many students fail to address opposing arguments, often overlooking them entirely.
2.4.2.3 Conclusion Writing the conclusion in an essay is as important as writing the introduction It helps readers summarize the writer's point of view and understand the issue the writer is arguing This part usually restates the thesis statement and summarizes the main idea Cotrell (2005) claimed that the conclusion should be clear and based on the evidence In other words, the conclusion must summarize all reasons and evidence to settle the writer's point of view However, students do not restate the thesis statement clearly at the beginning of the paragraph The conclusion does not briefly summarize the main ideas According to Siwaporn (2010), the conclusion is often missed or ignored by students, and it can lead to a bad impression on the professor
2.5 Difficulties Faced by High School Students in Writing Argumentative Essays
Many students struggle with the structure and components of argumentative essays, leading to unclear and disorganized writing As noted by Rahmatunisa (2014), English as a Foreign Language (EFL) students encounter various challenges in crafting these essays, including linguistic, cognitive, and psychological difficulties.
Linguistic challenges in writing argumentative essays often arise from limited vocabulary and insufficient grammatical knowledge According to Ferris (2003), linguistic accuracy is vital in academic writing, influencing the clarity and persuasiveness of arguments Therefore, a strong grasp of academic vocabulary is essential, as it underpins proficiency across all language skills and enhances comprehension of both written and spoken texts Wilkins (1972) emphasized the importance of vocabulary in effective communication.
Effective communication relies heavily on both grammar and vocabulary; without grammar, little can be expressed, and without vocabulary, nothing can be conveyed This highlights that even with a solid grasp of grammar, students may find it difficult to articulate their thoughts clearly if their vocabulary is limited Consequently, a lack of appropriate linguistic resources can impede students' ability to formulate persuasive arguments and express their ideas compellingly.
Cognitive challenges in argumentative writing encompass the intricate processes required to produce a well-organized, coherent, and persuasive text Background knowledge plays a crucial role in this cognitive development, as it captures the reader's interest and encourages continued engagement with the material.
Background knowledge, defined as the relevant concepts, experiences, and information related to a text, is essential for writing effective argumentative essays Knudson (1992) emphasized that students should choose essay topics they are already familiar with, as insufficient background knowledge can significantly hinder high school English students' collaborative writing efforts and overall argumentative writing skills Vygotsky (1978) supported this notion, stating that a certain level of background knowledge is necessary for producing a strong argumentative essay, as its absence can prevent students from articulating their viewpoints effectively Additionally, the logical organization of arguments is a critical cognitive factor in argumentative writing Flower and Hayes (1981) highlighted that the planning stage is vital for generating ideas and structuring the text; thus, difficulties in planning can result in poorly organized essays that lack coherence.
High school students often face psychological challenges such as anxiety, lack of motivation, and diminished self-confidence when writing argumentative essays Writing anxiety, defined by Daly and Miller (1975) as the fear experienced during writing tasks, is prevalent among students and often arises from concerns about failure or negative feedback Additionally, low self-confidence can hinder the writing process, affecting students' persistence, effort, and resilience when confronted with difficulties (Pajares, 2003).
A significant barrier to students' writing development is a lack of motivation, which is crucial for enhancing their learning outcomes (Gbollie & Keamu, 2017) When students lack motivation, their writing often suffers, resulting in work that lacks depth and effort.
In summary, writing an argumentative essay poses linguistic, cognitive, and psychological challenges that impact students' ability to express their ideas effectively and persuasively.
An Overview of Collaborative Writing
Collaborative writing is defined as the joint production of a text by two or more writers, as noted by Brooks and Swain (2008) Inglehart et al (2003) further describe it as a process where pairs or groups of students contribute to create a single written work Storch (2005) emphasizes that collaborative writing is an iterative and social process, requiring a team to focus on a common goal while negotiating, coordinating, and communicating throughout the creation of the document This approach highlights the importance of ongoing communication and coordination among participants, as supported by Galegher and Kraut.
(1994) stated that collaborative writing involves social interaction among group members and emphasized the social nature of collaborative writing They shared the view that collaborative writing is actually
Negotiation involves reaching a shared understanding of facts and seeking consensus on suitable solutions It requires a division of labor that prioritizes fairness and quality, along with effective coordination of individual contributions Additionally, it addresses questions of authority within the group to ensure smooth collaboration.
Collaborative writing, as defined by Lowry et al (2004), is a social process where a group of individuals collaborates towards a shared objective, engages in discussions about a common topic, and collectively creates a unified piece of writing.
Incorporating collaborative writing into the teaching and learning of argumentative writing provides an engaging and interactive method that greatly benefits students By harnessing the combined knowledge, skills, and perspectives of learners, this approach fosters the development of more compelling and well-reasoned arguments.
Collaborative writing, as defined by Allen et al (1987), entails the creation of a collective document where group members actively participate in interaction and share decision-making responsibilities Fung (2010) identifies four key features of collaborative writing: mutual interaction, negotiation, cognitive conflict, and shared expertise, all of which contribute to the effectiveness of the writing process.
2.6.2.1 Mutual Interaction Mutual interaction is a core feature of collaborative writing, which allows students to exchange ideas, challenge perspectives, and build on each other's thoughts Storch (2005) found that interactive collaboration allows students to critically examine their own and others’ contributions, fostering a richer development of content This means that through mutual interaction, group members engage in sharing, questioning, and expanding upon each other's ideas, leading to more comprehensive and well-developed arguments Besides, collaborative writing gives students great opportunities to initiate ideas and contest them, allowing reflective and generative thinking (Daiute and Dalton, 1993)
2.6.2.2 Negotiation The second defining feature of collaboration is negotiation, which is closely related to interaction This term signifies the modification and restructuring of interaction when learners and their interlocutors encounter problems comprehending messages (Pica, 1994) He also pointed out some common features of negotiation including: clarification requests, confirmation checks, and comprehension checks A speaker responds to message clarification and confirmation requests by repeating, elaborating or simplifying the original message
2.6.2.3 Cognitive Conflict Cognitive conflict is an inevitable part of the process of collaborative writing While researchers have reported that conflict plays a positive role in the learning process (Allen et al, 1987), there are different views as regards to conflicts As believed by Storch (2022), unresolved conflicts or those related to personalities and affective aspects can be detrimental to group function
Conflict plays a crucial role in enhancing students' critical thinking by fostering a deeper understanding of specific issues Collaborative writing encourages students to explore alternative ideas, thereby increasing their engagement and participation (Tocalli-Beller, 2003) Additionally, groups that effectively manage cognitive conflict can assess various viewpoints and options, leading to more comprehensive evaluations.
According to Zuhri (2009), the process of utilizing collaborative writing technique in writing class must be implemented in a number of phases
2.6.3.1 Making outline The first step is to make a meticulous preparation for the writing process, which involves generating ideas and outlining As collaborative writing requires thorough research and information gathering to support the argument, students are expected to work together to come up with as many suggestions for the given topic According to Lowry, Curtis, & Lowryv (2004), during this initial stage, students share and discuss the information they find, pooling their resources to build a strong foundation for their argument After forming ideas, students are supposed to make an outline to structure the arguments in an organized way Bradley, Thom, Hayes, and Hay (2008) emphasized that students should create an outline of the essay, organize the main points, supporting arguments, and counterarguments in a logical sequence
2.6.3.2 Drafting The next step is the drafting phase in which students will collaboratively work to produce the writing Based on the outline, writing tasks are distributed among team members Some approaches involve dividing sections among writers, while others may involve collaborative drafting of each section Then, students engage in continuous discussion to refine their arguments and ensure coherence in the text (Shehadeh, 2011)
2.6.3.3 Revision and Editing After the drafting step, students are required to collaboratively revise and edit both the structure and the context of the writing task Revising and editing the writing product are critical components of collaborative writing in which students can exchange their drafts and provide constructive feedback to each other on content, organization, and language use According to Smith (1986), editing is “ the refinement stage of the writing process and the cleaning up and correcting of a piece of writing” (p.19) In other words, editing involves making adjustments to the structure and form of sentences to enhance clarity and accuracy Based on the feedback from group members, students make revisions to improve the clarity, persuasiveness, and overall quality of the essay
2.6.3.4 Finalization and Reflection Storch, N (2005) claimed that it is vital the group of students to reviews the essay as a whole to ensure it meets the objectives set in the planning stage and adheres to the requirements of argumentative writing Then the finished essay is submitted, followed by a reflection on the collaborative process to identify lessons learned and areas for improvement in future projects (Lowry et al., 2004)
In summary, the outlined steps present a thorough approach to collaborative writing in educational settings, highlighting the importance of planning, teamwork, critical engagement with material, and the iterative refinement of written work By adhering to these steps, students can enhance their argumentative writing abilities through collaboration, peer learning, and reflective practice.
Previous Studies
Numerous studies have explored students' perceptions of collaborative writing in English classrooms, highlighting its effectiveness in enhancing argumentative writing skills Research by Shehadeh (2011), Dobao and Blum (2013), Villarreal & Gil-Sarratea (2019), Fung (2016), Pham (2016), Nguyen (2014), and Nguyen and Phuong (2021) further analyzes the positive impacts of collaborative writing on students' writing development.
In a study by Shehadeh (2011), the perceptions of 38 first-year students regarding the effectiveness of collaborative writing were examined over a 16-week quasi-experimental period Participants were split into an experimental group, which worked in pairs, and a control group that completed tasks individually, consisting of 18 and 20 students respectively The results indicated that collaborative writing significantly enhanced students' writing performance, with many expressing enjoyment in the collaborative process Furthermore, the use of collaborative writing positively influenced students' learning outcomes, particularly in areas such as content, organization, and vocabulary.
In another study entitled “Collaborative writing in pairs and small groups: Learners’ attitudes and perceptions” conducted by Dobao and Blum
In a study conducted in 2013, 55 intermediate-level Spanish EFL learners participated in a 10-item questionnaire and writing assignments to explore their attitudes towards collaborative writing in pairs or groups of four The results revealed that students had a positive experience with collaborative writing, as it encouraged active participation and facilitated idea exchange among peers, enhancing their background knowledge Additionally, most students recognized collaborative writing as an effective method for improving the grammatical and lexical accuracy of their writing assignments.
In line with this research, a study titled “The effect of collaborative writing in an EFL secondary setting” was carried out by Villarreal and Gil-
In a 2019 study by Sarratea, the effects of collaborative writing on language development among secondary school students were investigated Thirty-two students were divided into a control group, which wrote an argumentative essay individually, and an experimental group, which completed the task in pairs The findings revealed that collaborative writing enhanced idea generation, the application of the target language, and peer feedback This approach significantly improved content quality and the structural and organizational elements of writing, although it had a lesser effect on complexity and fluency.
In a classroom-based study named “The nature and dynamics of collaborative writing in a Malaysian tertiary ESL setting” investigated by
In a study by Fung (2006), nine undergraduates were organized into three groups to investigate collaborative writing Utilizing various data collection methods such as audio and video recordings, interviews, journal entries, and questionnaires, the research revealed that collaboration is shaped by factors like group writing dynamics, role flexibility, and task complexity Key characteristics of the collaborative process included interactions, shared expertise, and innovative language use, all contributing to knowledge construction and effective language application.
In Vietnam, several studies related to the implementation of collaborative writing have been carried out Pham (2016) conducted the study
This study investigates the effects of collaborative writing on students' writing fluency, involving sixty-two second-year students from Ho Chi Minh City Open University Utilizing a quantitative approach, the research analyzed pre-test and post-test writing quality In the control group, twenty-seven students wrote essays individually after collaborating on idea generation and outlining, while thirty-five students in the experimental group engaged in collaborative essay writing Data collection included pre-tests, post-tests, and semi-structured interviews The results indicated that collaborative writing significantly enhanced students' writing fluency in both collaborative and individual tasks.
In the study "The Impacts of Collaborative Writing on EFL Students’ Paragraph Writing Performance," Nguyen and Phuong (2021) explored how collaborative writing influences EFL tenth-grade students' paragraph writing skills and their perceptions of this method Utilizing a mixed-method design, the research involved 80 students and gathered data through writing tests, questionnaires, and semi-structured interviews Results indicated a significant enhancement in students' paragraph writing performance following collaborative writing activities, along with a notably positive attitude towards using collaborative writing to improve their English writing skills.
Nguyen (2014) conducted a study titled “The Impact of Collaborative Writing on 11th Students’ Writing Performance” to explore student attitudes towards collaborative writing Utilizing action research methods over two cycles, the first cycle involved interviews with eight students and an English teacher to identify challenges faced in textbook writing assignments The second cycle implemented a collaborative writing approach in a class of forty students, resulting in improved writing performance While some students had reservations about collaborative writing, the majority, along with the observing instructor, expressed satisfaction with the experience, supporting the rationale for the subsequent action research cycle.
Another study related to collaborative writing is “VLU EFL Students’ Perceptions Toward the Use of Collaborative Writing” conducted by Van and
In a study conducted by Truong (2023), the attitudes of third-year English majors at Van Lang University towards collaborative writing were examined Involving 50 students, the research utilized questionnaires and interviews to gather data The findings revealed that a significant number of participants expressed high satisfaction with collaborative writing, indicating that this strategy notably enhanced their writing performance.
Research indicates that collaborative writing offers numerous benefits for enhancing students' writing skills However, there is a notable gap in understanding how high school English students perceive the impact of collaborative writing on their argumentative essays in EFL classrooms This area requires further exploration to gain deeper insights The current study aims to fill this gap by examining English students' perceptions of the effectiveness of collaborative writing in improving their argumentative writing abilities.
Chapter Summary
This chapter's literature review focuses on two main topics: the conceptual framework of English writing skills and the specifics of argumentative writing It highlights the significance of teaching writing skills to students while analyzing the essential characteristics of effective argumentative essays.
This study focuses on the essential aspects of collaborative writing, particularly students' perceptions and the challenges they face during the process It also reviews various studies that investigate students' attitudes and practices related to collaborative writing The research methodology, detailing the data collection and analysis methods, will be outlined in the subsequent chapter.
METHODOLOGY
Research Design
This study utilized a mixed method design to effectively gather data relevant to the research questions As defined by Bergman (2008), mixed method design involves integrating at least one qualitative and one quantitative component within a single research project Creswell (2012) further emphasizes that the core principle of mixed methods research is that the combination of qualitative and quantitative approaches provides a more thorough understanding of the research issue than relying on either method alone.
Greene et al (1989) outline five key rationales for adopting a mixed method approach in research First, method triangulation enhances the validity of findings by confirming results through diverse data sources or methods Second, the complementarity of qualitative and quantitative data allows researchers to enrich and clarify insights, leading to a more comprehensive understanding of research questions Third, the initiation rationale highlights how conflicting results can inspire new inquiries to address discrepancies with previous research Additionally, mixed methods foster concern development, where insights from one method inform the design of another, such as using qualitative findings to refine a quantitative survey Finally, employing mixed methods broadens the scope of research, enabling a more extensive exploration of inquiry components than a single method could achieve A descriptive analysis technique was also applied to interpret the data, providing a detailed view of language learning strategies in the context of English language acquisition.
For this study, I opted for a mixed-method research design, which effectively combines quantitative and qualitative approaches to enhance data collection and analysis This comprehensive method enables a deeper understanding of the research problem, as the strengths of one approach can offset the limitations of the other By utilizing questionnaires to gather quantitative data, I obtained measurable and generalizable insights into students' perceptions, while qualitative data from interviews offered rich, detailed narratives of their experiences and opinions.
Research Site, Learning Materials and Participants
The study was conducted at Chu Van An High School for the Gifted in Hoai Nhon Town, Binh Dinh Province Established in 2017, this institution focuses on nurturing intellectually gifted students and enhancing their academic skills The school currently offers 24 classes across three grades, including seven specialized classes for each grade in subjects such as Math.
Physics, Chemistry, Biology, Math - Informatics, Literature, English) and three non-specialized classes
Most students at the school hail from the central region of Binh Dinh province, creating a shared background The EFL teachers are well-trained for the teaching profession, especially at the high school level, and are known for their open-mindedness, enthusiasm, and creativity in their teaching methods.
In Grade 11 English, students must participate in a mandatory theme-based program and engage in intensive study periods throughout the year This program aims to provide students with essential language skills and a solid understanding of relevant topics The intensive periods are structured to enhance learning and ensure comprehensive coverage of the material.
The program emphasizes the development of language competency in students, particularly through 35 intensive writing sessions throughout the school year In the first semester, students learn to write two types of argumentative essays: the advantages-disadvantages essay and the problem-solution essay The second semester introduces discussion and opinion essays As a result, students in the English-specialized class gain extensive knowledge and skills in writing argumentative essays, along with a robust academic vocabulary.
The research was conducted with the participation of 35 Grade 11 English students There are 13 males and 22 females coming from the central regions of Hoai Nhon Town and nearby areas
The study focused on Grade 11 English students who had over 8 years of English learning and completed several intensive academic courses, indicating a similar level of language proficiency and background knowledge Despite this, they faced challenges in developing ideas and organizing argumentative essays The research specifically targeted these students due to their advanced proficiency gained from more than a year of study in a competitive environment at Chu Van An High School for the Gifted.
The Grade 11 English students have a foundational understanding of the learning and teaching processes from their previous Grade 10 courses They possess initial knowledge of argumentative writing and have experience with collaborative writing in their lessons This group was specifically chosen as they are preparing for the Provincial Excellent Students Contest, which requires contestants to write an argumentative essay on a designated topic as part of the assessment.
All the necessary information about the participants collected from the questionnaire is presented in Table 1
Summary of demographic information of participants
Less than 8 years 0 0 More than 8 years 35 100
Experience in writing in groups
Table 1 reveals that there are 35 Grade 11 students in the English class, comprising 13 males (37%) and 22 females (63%) All students have over 8 years of experience studying English, and they have previously engaged in collaborative writing, specifically working together on argumentative essays.
Data Collection
This study utilized a mixed-methods approach, combining questionnaires and interviews to gather data The use of these research instruments aimed to ensure the collection of valid and reliable information Quantitative data from the questionnaires provided insights into students' perceptions of collaborative writing, while qualitative data from the interviews offered a deeper understanding of the topic.
This study utilized a questionnaire as the primary research instrument for collecting quantitative data, defined by Malhotra (2006) as a formalized set of questions aimed at gathering information from respondents Brown (2001) describes questionnaires as written instruments that prompt respondents to react through written answers or by selecting from provided options Their widespread use as a data collection tool is attributed to their ability to capture a variety of feelings, beliefs, experiences, perceptions, and attitudes among groups Additionally, questionnaires offer high adaptability, featuring various question types—such as open-ended, close-ended, or scaled items—allowing researchers to gather diverse forms of data, including factual, attitudinal, or behavioral information (Cohen, Manion & Morrison, 2000) This flexibility makes it possible to tailor questionnaires to meet different research objectives and contexts.
Mackey and Gass (2005) highlighted that questionnaire surveys are a preferred method for collecting insights into the perceptions and viewpoints of large groups This method has been widely utilized in second language (L2) research Dürnyei (2003) noted that the popularity of questionnaires in data collection stems from their ease of construction, versatility, and ability to quickly gather substantial amounts of information in a processable format.
This research utilized a questionnaire developed from a related study by Farrah (2011), with specific items modified to effectively assess Grade 11 students' perceptions of how collaborative writing enhances their skills in argumentative essay writing.
The questionnaire, detailed in Appendix A, is divided into three parts The first part gathers demographic information from participants, including gender, years of English study, and experience with collaborative writing in EFL classrooms The second section focuses on participants' perceptions of collaborative writing's impact on their argumentative essay writing and the challenges they face with this technique Specifically, it features 15 statements regarding G11 English students' views on collaborative writing and its influence on their argumentative writing performance, with responses measured on a 5-point Likert scale to indicate the degree of agreement.
The third section examines G11 English students' perspectives on the challenges they face while writing argumentative essays with their peers, encompassing six specific items (items 16-21) To gather their insights, students responded to statements using a 5-point Likert scale to indicate their level of agreement or disagreement.
In addition to utilizing questionnaires, a semi-structured interview was conducted to gather deeper insights into students' attitudes regarding the use of collaborative writing for crafting argumentative essays.
The interview method is described as an interchange of views between two or more people on a topic of mutual interest (Cohen, Manion& Morrison,
According to a study by 2000, researchers can gain in-depth insights into a topic by using interviews, which help uncover the context of participants' experiences Interviews serve as a valuable follow-up to questionnaire responses, with three types available: unstructured, semi-structured, and structured This study opted for semi-structured interviews to facilitate deeper exploration of specific themes, incorporating three targeted questions linked to the questionnaire to enhance understanding of participants' answers.
Mackey and Grass (2005) assert that interviews can explore non-observable phenomena, such as learners' self-reported perceptions and attitudes, while also providing additional data when initial responses are vague or incomplete The integration of questionnaires and interviews facilitates triangulation in research (Richards & Schmidt, 2002) Consequently, the researcher employed semi-structured interviews to obtain in-depth insights into students' feelings, thoughts, and opinions that might be overlooked by quantitative methods These interviews focused on participants' perceptions of collaborative writing and the challenges they face, with questions derived from questionnaire items regarding students’ understanding, opinions, and perceptions related to collaborative writing Semi-structured interviews offer flexibility for interviewees, allow the interviewer to guide the conversation while maintaining leeway, and foster richer interactions and personalized responses The guiding questions were crafted based on issues identified from the quantitative data.
All interviews were conducted in Vietnamese to ensure students felt comfortable expressing their thoughts on collaborative writing To maintain participant confidentiality, students were assigned numbers from S1 to S5.
In an interview aimed at understanding students' perceptions of collaborative writing in argumentative essays, it is essential to ask targeted questions that explore their experiences and challenges Key inquiries should focus on how students view the effectiveness of collaborative writing, the specific difficulties they encounter during the process, and their overall feelings about teamwork in essay composition By gathering these insights, we can better comprehend the impact of collaborative writing on students' learning and identify areas for improvement.
Question 1: What do you know about collaborative writing?
Question 2: In your opinion, how does collaborative writing affect your argumentative writing skills?
Question 3: What difficulties do you have in writing an argumentative essay collaboratively?
Data Collection Procedures
The research began with data collection through questionnaires aimed at understanding G11 English students' perceptions of collaborative writing's impact on their argumentative essay performance A pilot study was conducted prior to the final questionnaire distribution, allowing for the adaptation and review of the questions by experienced teachers and a supervisor for valuable feedback The finalized questionnaires were administered in person, ensuring participants received clear instructions to facilitate understanding and data accuracy while minimizing potential drawbacks Participants were assured of the voluntary and anonymous nature of their involvement, with the completion time estimated at 15 to 20 minutes Once completed, the questionnaires were collected by the researcher for subsequent data analysis.
Five students who completed the questionnaire were randomly selected for a 15-minute semi-structured interview to explore their perceptions of collaborative writing Conducted in an informal setting to reduce anxiety, the interviews took place individually in a small meeting room or staff room and were audio recorded Each interview began with a brief explanation of the study's purpose, allowing for a comfortable start During the sessions, I sought clarification and elaboration on relevant themes as they arose All responses were recorded, translated into English, and transcribed for future reference, with additional note-taking employed to enhance the reliability of the information gathered.
Data Analysis Procedures 35
The data collected from questionnaires and interviews were thoroughly analyzed using both quantitative and qualitative methods to meet the study's objectives.
The analysis of the questionnaire utilized descriptive statistics to explore students' beliefs about collaborative writing as a means to improve argumentative writing The collected data was quantitatively analyzed, focusing on statistical frequency and percentage, and subsequently illustrated through tables and charts to provide a clear representation of the findings.
The qualitative data collected from interviews was translated into English and transcribed for analysis This data was then categorized by theme to facilitate a deeper understanding of students' perceptions regarding collaborative writing The qualitative analysis aimed to provide clearer insights into participants' experiences with collaborative writing in the context of argumentative essays, as well as the challenges encountered when implementing this writing strategy.
Legal and Ethical Considerations
Prior to initiating the study, the researcher obtained permission from Chu Van An High School for the gifted and approval from the course instructor to conduct research in the Grade 11 English class Participants received comprehensive explanations regarding the study's purpose and significance, ensuring their honest responses when the finalized questionnaires were distributed Interviewees were also informed about the interview's objectives and procedures, with assurances that their personal information would remain confidential and utilized solely for research purposes These measures were implemented to foster participant comfort, encourage honesty, enhance data accuracy, demonstrate respect for participants, and ensure that the study adhered to ethical and legal standards.
Chapter Summary
This chapter outlines the methodology employed to address the two research questions introduced in Chapter 1 It details the research methods and participant selection, while also describing the research instruments used, such as questionnaires and semi-structured interviews, to collect data for analysis Additionally, the chapter discusses the data collection procedures and analysis techniques Examples of these instruments can be found in the appendices, with findings to be presented in Chapter 4.
FINDINGS AND DISCUSSION
Grade 11 English Students’ Perceptions of Collaborative Writing in
This section outlines the findings regarding students' general understanding of collaborative writing and their views on its application in crafting argumentative essays A 21-item questionnaire utilizing a five-point Likert scale, from "strongly disagree" to "strongly agree," was employed to gather data A higher number of participants selecting "agree" or "strongly agree" indicates a stronger consensus on the statements presented Additionally, five students were randomly selected for interviews to gain deeper insights into their perceptions of collaborative writing.
4.1.1 Grade 11 English Students’ Understanding of Collaborative Writing
Grade 11 English students' basic understanding of the use of collaborative writing was examined through 4 items, as shown in Table 2
Grade 11 English Students’ understanding of collaborative writing
Strongly disagree Disagree Neutral Agree Strongly agree
Collaborative writing involves communicative activities
Collaborative writing is a separate work from each member in a group
Collaborative writing is a written activity by two or more people
Collaborative writing refers to improvements in other skills of Grade 11 students’ English language learning
This study focuses on students' understanding of collaborative writing, revealing that 94% believe it involves communicative activities Students recognize that collaborative writing not only includes the writing process but also discussions and idea exchanges to create shared content Additionally, 90% agree that it involves the joint effort of two or more individuals Notably, 91.5% of students acknowledge that collaborative writing enhances various English learning skills, including communication and language proficiency However, a minority still view collaborative writing as an individual task, indicating that while students grasp the concept, there is some misunderstanding about its collaborative nature.
During the interview, all students confirmed their understanding of collaborative writing, emphasizing the importance of active collaboration and interaction among group members in the writing process One student specifically noted the benefits of engaging in collaborative writing.
“involves the joint production of two or more people” in which they have to
“communicate with each other to generate ideas and come to the final product” Another student gave the opinion that collaborative writing
“requires the constant efforts of all group members” and is “an integration of other English skills”
Collaborative writing relies heavily on effective communication, which is essential for idea generation and the creation of the final written product This process emphasizes the importance of active collaboration and interaction among group members Additionally, it requires ongoing contributions from all participants and integrates various English skills, including reading, speaking, listening, and writing Students perceive collaborative writing as a dynamic and cooperative endeavor that promotes teamwork while enhancing multiple language skills simultaneously.
4.1.2 Grade 11 English Students’ Perceptions of Effects of Collaborative
Writing on Linguistic Developments in Writing Argumentative Essays
This section highlights the impact of collaborative writing on the language competency of Grade 11 English students, specifically in crafting argumentative essays Quantitative data from questionnaires revealed that many students recognized the positive influence of collaborative writing on their overall linguistic skills in this area Detailed findings are illustrated in Figure 2.
Effects of collaborative writing on linguistic developments in writing argumentative essays
As shown in Figure 2, 91.4% of the students agreed that writing
Writing collaboratively helps me to enhance the use of academic vocabulary in the right context in argumentative essays.
Writing collaboratively helps me to foster my background knowledge of specific topics in argumentative essay writing.
Writing collaboratively makes it easier for me to identify grammar and vocabulary mistakes in my argumentative essays.
Participants indicated that collaborative writing significantly improved their ability to use academic vocabulary effectively in argumentative essays Additionally, a majority of respondents (68.6% strongly agree, 22.9% agree) reported that peer writing activities enhanced their background knowledge on the topics discussed in these essays.
A significant majority of students, with 65.7% strongly agreeing and 14.3% agreeing, believe that collaborative writing enhances their ability to identify grammar and vocabulary mistakes in argumentative essays Engaging in peer review during collaborative writing allows students to observe and provide feedback on each other's work, which helps them recognize common errors in grammar and vocabulary accuracy.
Qualitative data from semi-structured interviews reveal that students highly rate the effectiveness of collaborative writing in enhancing their language use Many students noted that collaborative writing has significantly improved their use of academic vocabulary in argumentative essays and broadened their background knowledge Additionally, students valued the opportunity to review each other’s drafts, enabling them to identify common mistakes they might miss in their own writing The detailed responses from students S1 and S2 underscore these findings.
Collaborative writing enhances my vocabulary across various topics, particularly in crafting argumentative essays Engaging with unfamiliar subjects necessitates a broad academic vocabulary and a deep comprehension of the material.
Writing collaboratively with peers allows group members to examine each other's drafts, increasing our awareness of common writing errors This process enhances our grammatical accuracy and vocabulary usage, ultimately improving our skills in crafting argumentative essays.
The findings related to improvement in linguistic items are in line with numerous studies (Wong et al, 2009; Storch, 2005; Storch & Wigglesworth,
Research indicates that collaborative writing activities significantly enhance students' linguistic proficiency and overall grammatical accuracy Wong et al (2009) and Storch & Wigglesworth (2007) found that students who engaged in collaborative writing tended to make fewer mistakes in grammar, spelling, punctuation, and capitalization, resulting in improved writing quality Additionally, Brown (2008) supports these findings, noting that collaborative writing not only boosts understanding but also facilitates the exchange of knowledge and experiences among students.
The findings from both qualitative and quantitative data indicate that students support the implementation of collaborative writing for crafting argumentative essays Collaborative writing enhances students' vocabulary and background knowledge, while peer review of drafts fosters improvements in grammatical accuracy and vocabulary usage.
4.1.3 Grade 11 English Students’ Perceptions of Effects of Collaborative Writing on overall Argumentative Writing Skills
To assess students' perceptions of how collaborative writing influences their argumentative writing skills, a survey consisting of four items was created This survey was organized into three key areas: idea development, the construction of strong arguments, and sentence variation within argumentative essays, as shown in Table 3.
Effects of collaborative writing on overall argumentative writing skills
Strongly disagree Disagree Neutral Agree Strongly agree
Writing collaboratively helps Grade 11 students to structure ideas in paragraphs in argumentative essay better
Writing collaboratively helps Grade 11 students to come up with more ideas related to the given topics in argumentative essay writing
Writing collaboratively helps Grade 11 students to write strong arguments in argumentative essays
Working in groups helps me use sentence variation and transitions more effectively
Table 3 reveals that G11 English students highly value collaborative writing for its positive impact on their writing skills Specifically, 65.7% of students strongly agree, and 5.8% agree that it enhances their ability to structure ideas in argumentative essays However, 11.4% of students disagree with this notion, while 17.1% remain uncertain about the effectiveness of collaborative writing in improving their writing competency regarding idea organization.
A significant 85.7% of students indicated that collaborative writing in groups enhances their ability to generate ideas for argumentative essays Furthermore, 76.9% of students agreed that this approach contributes to the development of strong and cohesive arguments Additionally, many students believe that collaborative writing improves their use of varied sentence structures and facilitates better transitions in their essays.
Challenges faced by Grade 11 Students in Implementing Collaborative
The challenges faced by Grade 11 English students in collaboratively writing argumentative essays were investigated using quantitative data from questionnaires and qualitative insights from interviews, with the findings detailed in Table 5.
Students’ difficulties in writing argumentative essays collaboratively
Strongly disagree Disagree Neutral Agree Strongly agree
Our group members have difficulties in putting ideas into words when writing an argumentative essay
I find it confusing and time- consuming to work in group to organize the structure of an argumentative essay
I find it difficult to assign tasks among group members equally in collaborative writing
Our group members sometimes disagree about what ideas to be included in an argumentative essay
Working in groups is a waste of time as we keep explaining to other members in writing argumentative essays
21 Working in groups makes it difficult for all members to - 5.7 - 17.1 77.2 actively participate in writing argumentative essays
Many students experience significant challenges when collaboratively writing argumentative essays, particularly in clearly expressing their ideas to group members, with 85.7% acknowledging this struggle This difficulty in articulation can hinder the collaborative writing process Additionally, a majority of students reported issues with organizing the structure of the essay, with 62.9% agreeing and 14.3% strongly agreeing that it requires considerable time and effort when working with peers.
A significant challenge in collaborative writing is the disagreement among group members, with 91.3% of students acknowledging some level of conflict when selecting ideas for an argumentative essay, while only 8.7% reported no difficulties Additionally, fostering active participation from all group members presents another hurdle, as 77.1% of students expressed difficulty in motivating their peers to engage in the writing process.
A significant 77.1% of students expressed difficulty in equally distributing tasks during collaborative writing, indicating that uneven workload distribution can lead to frustration and diminish the quality of the final product Qualitative data supports this, revealing that students struggle with task assignment due to a lack of understanding of each other's strengths Additionally, some students hesitate to share their ideas, resulting in others shouldering more responsibilities Specific insights from students S4 and S5 further illustrate these challenges.
Participation poses a significant challenge in collaborative writing, as some group members may feel shy or uncomfortable sharing their ideas, leading to an imbalance in workload Additionally, effective task distribution is often difficult due to a lack of understanding of each other's strengths.
Conflict among group members is an inevitable aspect of collaborative writing Disagreements on key arguments and supporting points can significantly hinder the writing process, leading to delays.
In a study on collaborative writing, students exhibited mixed feelings about the time spent explaining concepts during the process of crafting an argumentative essay Specifically, 57.1% of participants felt that repeated explanations were a waste of time, while 40% disagreed, suggesting that group work can be efficient despite occasional misunderstandings Qualitative interviews revealed that some students believed they needed to invest extra time discussing diverse ideas to reach consensus, particularly when assisting peers with varying writing skills Conversely, others argued that collaborative efforts ultimately saved time, as the continuous input from all members streamlined the writing process This aligns with Brown's (2008) findings on the benefits of collaborative writing.
71.2% of the participants believed that collaborative learning was not a waste of time explaining things to others In an interview, student S4 confided that:
Collaborative writing may seem time-consuming due to the need for explanations during group discussions, but it ultimately streamlines the writing process Engaging in discussions helps organize ideas effectively, enabling us to complete argumentative essays more quickly than if we were to work alone.
Collaborative writing poses significant challenges for students when crafting argumentative essays, as evidenced by various studies Notably, Brown (2008) found that 61.5% of participants struggled with ensuring active participation among group members Additionally, Nor and Abd Samad (2003) highlighted issues of disagreement within groups, where participants frequently contested ideas, provided feedback, and discussed text structures Furthermore, Dobao (2012) emphasized that unclear roles within groups can lead to unequal contributions, with some members being more active than others.
Chapter Summary
This chapter explored the findings related to Grade 11 English students' perceptions and practices of collaborative writing, highlighting their views on how it enhances their argumentative writing skills, background knowledge, and linguistic development The study revealed that collaborative writing positively influences students' self-confidence and critical thinking in crafting argumentative essays Furthermore, it addressed the challenges students face when engaging in collaborative essay writing These insights will lay the groundwork for the subsequent chapter.