Rationale
Mastering writing is a crucial skill for both academic success and everyday life, yet many educators and students view it as the most challenging language skill Writing reinforces learning by allowing students to engage with new vocabulary in context The complexities of teaching and learning writing require effective techniques and methods, making it essential for language teachers and students alike Proficiency in writing is a key indicator of success in English studies, and in today’s world, the ability to communicate effectively and fluently in English is increasingly vital.
Current textbooks often fail to effectively support students' language acquisition in writing, presenting challenges for teachers in imparting these essential skills Writing is inherently complex, and mastering it in a foreign language demands significant time and effort To enhance the learning experience, it is crucial to transform writing lessons into engaging activities that foster student comfort and motivation in developing their writing abilities.
In recent years, there has been a significant shift in English teaching in our country from traditional grammar-translation methods to communicative language teaching This approach emphasizes collaboration among students, fostering negotiation and cooperation, which enhances their confidence through various engaging activities Collaborative writing exercises not only stimulate student involvement but also boost motivation and highlight the relevance of lesson topics By adopting an active learning strategy, such as "Teaching through learners’ activities," students can effectively improve their knowledge and language skills Furthermore, group or pair discussions create a positive learning environment, allowing students to support each other in their educational journey.
As an English teacher, I have observed that collaborative writing significantly enhances students' English skills and boosts their motivation to learn To further understand how this activity fosters motivation in writing, I conducted an investigation into the use of collaborative writing as a strategy to improve the writing performance of EFL high school students This study aims to explore the impact of collaborative writing on EFL learners' writing abilities.
Aims of the study
In this paper, the author intended to study the effect of collaborative writing to improve idea development and grammar accuracy in writing lessons.
Research questions
The aim of the study is to investigate the effectiveness of collaborative writing in writing lesson The study aims to seek the answer to the following questions
1 Does collaborative writing help to improve EFL high school students' idea development and if it does, to what extent?
2 How does collaborative writing affect EFL high school students’ grammar accuracy in writing?
Scope of the study
This thesis explores the impact of collaborative writing on students' ability to develop ideas and examines the extent to which it enhances this aspect of their writing Additionally, the study investigates the effects of collaborative writing on grammatical accuracy.
Organization of the paper
The paper consists of five chapters:
Chapter 1- the INTRODUCTION- briefly states the rationale, the aims of the study, the research questions, the scope of the study and organization of the study
Chapter 2- the LITERATURE REVIEW – discusses the literature related to collaborative writing, writing skill, grammar accuracy and idea improvement
Chapter3- the METHODOLOGY- presents the background information of the participants, instruments and procedures of the study
Chapter 4- the FINDINGS AND DISCUSSION- focuses on analyzing and discussing the impacts of collaborative writing activities based on the findings
Chapter 5- the CONCLUSIONS- presents the conclusions of what has been found and discussed, suggests the implications This chapter also provides the limitations of the study as well as the suggestions for further research.
The writing skill
Writing is a crucial communication skill in daily life and is one of the four essential language skills that students need to master Various definitions of writing highlight the diverse perspectives and ideas of different authors in the field of language teaching.
Writing is a complex process that poses challenges for many second language learners, as noted by Hedge (2000: 302) Similarly, Ur (1996:161) emphasizes that while most individuals can acquire spoken language more naturally, the intricacies of writing require more effort and practice.
( at least their own mother tongue) intuitively, whereas the written form is in most cases deliberatedly taught and learned”
Writing skills can be challenging for students, as they often struggle to generate ideas and adhere to specific academic styles However, this skill is crucial for effectively communicating thoughts and ideas in written form According to Leki (1976), "writing is communicating," emphasizing the importance of conveying ideas clearly to the reader Consequently, educators are continually seeking effective methods to enhance students' writing abilities Rivers (1981) further asserts that writing should not be taught in isolation but rather in conjunction with other language skills and components.
On the other hand, Byrne (1988: 1) considers writing as the act of forming graphic symbols only such as letters or combination of letters While, Tribble
Writing is a complex language skill that goes beyond merely representing speech; it involves the structured development and presentation of thoughts, making it challenging to master (1996:3) According to Tribble (1996:11), effective writing typically necessitates formal instruction, as it is not a skill easily acquired through mere exposure.
Good writing is a deliberate process that involves extensive thinking, planning, rewriting, and editing (West, cited in Abisamra 2001) It requires mastery of various language levels, including morphology, syntax, semantics, and pragmatics, allowing writers to transform abstract thoughts into concrete ideas By writing, individuals can examine, reconsider, and modify their thoughts, which differs significantly from the spontaneity of speaking Writing employs more sophisticated linguistic structures, complex clauses, and diverse vocabulary, making it a key indicator of language proficiency As such, many experts regard writing as one of the most challenging foundational language skills.
Writing is not merely the transcription of spoken language; it is a deliberate selection and organization of experiences, encompassing ideas, thoughts, facts, and opinions (Arapoff, 1967) This complexity presents a significant challenge, as producing fluent and coherent writing requires distinct mental processes that allow for reflection, preparation, and the opportunity to explore better alternatives (Scrivener, 1994).
Collins and Genther (1980, cited in Ouskourt, 2008) highlighted the challenges of writing due to the multitude of constraints that must be addressed simultaneously Writers are required to navigate at least four structural levels—overall text structure, paragraph structure, sentence structure (syntax), and word structure—making the coordination of these elements a daunting task.
In our life, writing is used to communicate by newspapers, advertisements, letters, ect which carry out a specific purpose According to Nunan (1991:84), writing includes four main functions as below:
Writing serves multiple essential functions: it facilitates action through public signs, product labels, and instructions; enables social contact via postcards and letters; broadens knowledge through newspapers and magazines; and provides entertainment through poetry, drama, and comics.
Writing is a crucial skill among the four primary language skills taught in classrooms, yet achieving proficiency in writing can be challenging for learners According to White (1981), writing holds a significant role in the language curriculum because it is the most common method for assessing students' performance in English.
Students' writing ability is crucial for examination success, as it serves as evidence of language learning and allows both parents and students to track progress Additionally, writing can enhance classroom engagement and serve as a testing tool for teachers to provide feedback on student understanding It reflects the successes or failures in language acquisition and demands concentration, thought, and discipline from the writer Ultimately, effective writing requires careful consideration of style, content, and logic, influencing how readers perceive the work.
Writing plays a crucial role in student learning by reinforcing grammatical structures, idioms, and vocabulary (Raimes, 1983) It allows students to express their thoughts in written form, helping them organize and articulate their ideas Through the writing process, students can enhance their skills, ultimately enabling them to create coherent paragraphs or texts that effectively convey information to their readers.
With all the roles were mentioned above, we can give a conclusion that writing is an important skill in teaching and learning any languages at any levels.
Teaching the writing skill
Teaching writing encompasses both the development of ideas and the mastery of grammatical English sentences It is a productive skill that allows students to practice language and enhance their communicative abilities simultaneously Writing enables students to communicate effectively even in the absence of direct interaction, helping them convey messages without relying on verbal cues, body language, or facial expressions.
Teaching writing is essential for several reasons, as highlighted by Harmer (1998) Firstly, writing serves as a reinforcement tool, allowing students to visually grasp language construction, which aids in their understanding and retention of new language concepts Secondly, the act of writing itself enhances language development, facilitating better learning outcomes Most importantly, writing is a fundamental productive language skill; students must learn how to compose various forms of writing, such as letters and reports, and understand writing conventions like punctuation and paragraph structure Consequently, writing is integral to language education at all levels, and achieving proficiency in writing should be a primary goal for students To effectively teach English writing, educators should provide diverse exercises that are meaningful and relevant to the students' levels and assignment purposes, while also discouraging rote copying from textbooks, which hinders genuine understanding.
According to Harmer (2007), effective writing instruction involves several key strategies, including pre-writing phases, editing, re-drafting, and producing a final version Encouraging students to draft, reflect, and revise their work is crucial Techniques such as brainstorming and using checklists can help ensure that their writing is relevant, well-structured, and grammatically correct Collaborative writing is particularly beneficial, as it allows students to identify and correct their own mistakes while also reviewing their peers' work Ultimately, it is essential for students to understand that writing is a process for which they are responsible.
2.2.1 Approaches to teaching the writing skill
There is a variety of types to teach writing; However the two most common approaches are the product approach and the process one
The product approach to writing emphasizes the final outputs that students must create, focusing on the readability, grammatical accuracy, and adherence to discourse conventions of their work (Nunan, 1989) This method prioritizes the end product, encouraging students to produce coherent and relevant texts modeled after examples provided by teachers The goal is to enhance students' language competence while ensuring their writing meets established criteria, including content, organization, vocabulary, grammar, and mechanics (Brown, 2001).
The product approach in teaching involves starting lessons with a model text, followed by an analysis of its purpose, organization, and style, enabling students to create similar pieces of writing This approach emphasizes the importance of model texts, which help students consider the text's purpose and target audience Essentially, the product approach encourages students to imitate the texts produced by teachers, focusing on the end result of the learning process As noted by Nunan, this method is "product-oriented," aiming for learners to become fluent and competent users of the language.
1991:86) Following this approach, students focus on the model; therefore Accuracy is given priority and conversations are taken from the medel texts
The process approach to teaching writing represents a modern method that focuses on the various stages students experience during the writing process Unlike traditional product-based approaches, this technique emphasizes the journey from the initial drafting to the final piece As noted by Brown (2001:335), the process approach encourages students to engage with their writing tasks comprehensively, fostering a deeper understanding of their development as writers.
“focus on the process of writing that leads to the final written product” and
Placing central importance on the revision process allows students to enhance their writing skills progressively, as teachers guide them from the initial stages to the final product Each time students review their work, they have the opportunity to generate new ideas However, unlike the product approach, the process approach requires significant time investment, as students must dedicate ample time to write and rewrite drafts in the classroom.
The writing process, as outlined by Hedge (2000), involves several key steps: motivation to write, idea gathering, planning and outlining, note-taking, drafting, revising, replanning, redrafting, editing, and preparing for publication Similarly, Oshima and Hogue (1991) describe the writing process as consisting of three main stages: prewriting (planning), writing, and revising the draft.
The process approach focuses on enhancing writing skills through various activities rather than simply imitating a model This method emphasizes that writing is a multifaceted activity, allowing students to develop their abilities progressively.
The process approach to writing emphasizes the importance of the writing journey over the final product, allowing students ample time to draft, revise, and refine their compositions This iterative process encourages learners to modify their work by adding, deleting, or rearranging ideas to enhance clarity and effectiveness In contrast, the product approach focuses on producing polished compositions, prioritizing the writer's understanding of language structure and often requiring imitation of model texts provided by the teacher.
Nunan ( 1991) introduced two approaches and the diffrences between them in the table below: a The product approach b The process approach
In favour of classroom activities in which the learners individually imitate copy and transform model of correct language, usually at sentence level
Organization of ideas is more important than ideas themselves
Emphasize grammar exercises and correctness
Focus on the end result of the writing process: the writing paper of the learners
Learners only produce one final draft
Favour of collaborative group work and conferencing to enhance motivation and positive attitude toward writing Model texts are only for comparison
The learners are encouraged to get their ideas on paper without worrying too much about correctness
Classroom activities play a crucial role in enhancing language development, as they encourage active participation and engagement among students The process of refining written work through multiple drafts is essential, as it allows for the improvement of clarity and coherence in communication By focusing on diverse and interactive learning experiences, educators can effectively foster language skills and promote a deeper understanding of the subject matter.
Table 2.1 Approaches to teaching writing skill
According to Steele, V (2007), There are some main differences between two approaches as follows :
Table 2.2 Differences between Process approach and Product Approach
Each writing approach has its own strengths and weaknesses, making it essential to choose the one that best fits the teacher, students, and the text genre For instance, when students are tasked with writing formal letters or postcards, which have fixed features, the product approach is particularly effective This method emphasizes layout, style, organization, and grammar, providing valuable support for these writing tasks Conversely, genres like descriptive or narrative essays may benefit more from process-driven approaches, allowing for greater creativity and exploration in writing.
1 text as a resource for comparison
4 more global, focus on purpose, theme, text type, i.e., reader is emphasised
2 -organisation of ideas more important than ideas themselves
4 -features highlighted including controlled practice of those features
Fostering individual creativity is crucial in writing, as it emphasizes the importance of the final product while prioritizing students' ideas By encouraging the writing of multiple drafts, students can refine their work, ultimately leading to a more effective piece Additionally, exchanging texts allows students to tailor their writing to their intended audience, resulting in a more successful and impactful text.
2.2.2 Principles for teaching the writing skill
In fact, there is a variety of writing principles According to Huong, T.T, Minh, N.T.T etal (2007, p: 58), when teaching writing, teachers should consider some principles as follows
To enhance students' writing skills, teachers must offer ample opportunities for regular and frequent writing practice Simply incorporating writing into lessons is insufficient; educators should design writing tasks that stem from listening, reading, and speaking activities These tasks should encompass various styles of writing, including letters and emails, to provide a comprehensive writing experience.
Teachers should provide detailed and constructive feedback on students' writing to make it meaningful and helpful This approach not only guides students in understanding their mistakes but also empowers them to become independent writers capable of self-correction.
Then, the teachers should make criteria for each item such as spelling, accuracy of vocabulary, use of cohesive devices, etc to evaluate students’ writings clearly and exactly
Moreover, as often as possible teachers should create the right conditions for students’ generation of ideas, and teachers always consider themselves as a resource for information and language when necessary
Assessing writing
Assessment is the process of collecting and interpreting information regarding student learning, as defined by Lambert and Lines (2000) It plays a crucial role in informing decisions made by students, teachers, administrators, and policymakers According to Pelligrino, assessment can serve both formative and summative purposes, enabling adjustments in instruction and evaluating the quality of student work.
Assessing student writing is a multifaceted process that involves evaluating six key categories: content, organization, discourse, syntax, vocabulary, and mechanics (Brown, 2000) Teachers play a dual role as both judges and guides, providing clear and explicit feedback that helps students understand their errors It is essential for teachers to offer constructive suggestions and advice, fostering opportunities for writing and promoting student success By carefully monitoring students' work, teachers can identify strengths and weaknesses, deliver targeted feedback, and teach specific skills and strategies tailored to individual student needs.
Historically writing, assessment can have a more noticeable influence on students’ behavior and performace than teaching does ( Miller and Parlett:
Assessment of student writing should occur at various stages throughout the course and take multiple forms It serves to measure students’ understanding of writing elements and evaluate their final papers However, it’s important to note that not all student writing needs to be assessed Purposeful writing assessments should include constructive feedback that aids students in revising specific papers and enhancing future performance Additionally, students should engage in self-reflection on their writing and the strategies they employ during the writing process.
Article by John Hayes: “ Writing is easy All you have to do is stare at a blank piece of paper until drops of blood form on your forehead – Gene Fowler”
Desire and talent alone are often insufficient for aspiring writers to achieve success; while organizing words and sentences may seem simple, the journey entails significant emotional and financial challenges that many cannot endure.
Dona Cunningham emphasizes the distinction between astrological potential and real-life outcomes, using the example of a Gemini individual with a strong Mercury or Third House but lacking Saturn or Pluto Such a person may possess a natural talent for writing yet struggle with the discipline required to complete significant works due to a desire for immediate gratification Without a strong Saturn, the writer may find it challenging to endure the long process of writing, while the absence of Pluto can hinder the solitude necessary for crafting lengthy pieces Notably, Stephen King exemplifies the balance of these energies, as he has both Saturn and Pluto in conjunction in Leo within his First House, which supports his writing success.
Maintaining a healthy sense of optimism is essential on the challenging journey of pursuing your goals Despite facing numerous rejections, I've learned to move past them quickly, using each setback as a stepping stone toward future success.
Rubrics are used as a tool to evaluate and classify writing by teachers
They identify and articulate what is being evaluated in the writing and offer
Descriptors are essential for categorizing writing into specific classifications, with narrative rubrics and chart rubrics being the two most common forms For instance, both types of rubrics can utilize the same classification descriptors to effectively evaluate and organize written work.
Effective rubrics are built on clear criteria, beginning with a collaborative list of valued elements for a specific project or portfolio This initial list often includes more items than can be utilized in one rubric Subsequently, we refine this list to focus on the most critical criteria, though ranking them by importance is optional Establishing a hierarchy of criteria within a rubric can enhance clarity and effectiveness.
Creating a final list of criteria helps us envision how different essays, such as "A" and "B" essays, fit into specific classification categories, particularly in terms of organization It's crucial to define clear descriptors, yet some distinctions may remain vague, like the difference between "effective revisions" and "mostly effective revisions." While precision is essential, writing rubrics often blend art and science, and focusing too much on minor details can lead to over-regulating student writing, diverting attention from the primary goal of fostering their development as writers Ultimately, well-structured rubrics can be beneficial and motivating for students.
2.3.3 Grammar accuracy in the writing skill
All languages possess their own unique grammar, which encompasses the sound, structure, and meaning of that language Effective communication among speakers of the same language relies on their intuitive understanding of its grammar rules While native English speakers are already familiar with these rules, students learning English as a foreign language require guidance to enhance their writing skills To become proficient writers, they must learn to accurately transfer their spoken grammar knowledge into written form Grammar accuracy in writing ensures that sentences are correctly constructed in terms of sound, structure, and meaning, allowing for clear understanding.
Writing poses significant challenges for students, making it essential for teachers to focus on key grammatical concepts that facilitate clear communication Research indicates that one effective method for enhancing students' grammar accuracy is through collaborative discussions and corrections By implementing peer editing groups, teachers can guide students to become better writers and editors In these groups, specific tasks can be assigned based on individual strengths, such as designating one student to focus on spelling, another on agreement errors, and a third on punctuation This collaborative approach not only improves students' grammar skills but also emphasizes the critical role of grammar in effective communication.
Ideas form the core of the message, serving as the foundation for the content and the central theme, while the accompanying details enhance and elaborate on the main topic.
Strong ideas lead to a clear message and a coherent storyline, making the content easy to follow The key lies in the details; effective writing incorporates clear and engaging specifics that captivate the reader Successful writers focus on unique insights rather than reiterating familiar information, aiming to uncover details that may be overlooked Writing ideas can emerge through various methods, and collaborative techniques enhance the exploration of these diverse creative processes.
Collaborative writing activities
Writing skills are complex and challenging to master, requiring not only grammatical knowledge but also effective organization of ideas and appropriate vocabulary and sentence structure (Jim, 2010) To enhance students' writing abilities at Phan Dang Luu High School, implementing collaborative writing as a teaching strategy could be beneficial, as it has not been extensively utilized there Storch (2011) defines collaborative writing as the joint creation of a text by multiple writers, yet its application in second language (L2) classrooms remains limited This collaborative approach fosters greater independence among writers, equipping them with essential skills for self-editing and revising their work (Rollinson, 2005) Ultimately, collaborative writing allows students to develop multiple language skills more effectively than through solitary efforts.
In another definition, it includes “…any writing done in collaboration with one or more persons” (Ede & Lunsford, 1990: 14) According to Noel and Robert
Collaborative writing, initially investigated in the 1970s but explored more thoroughly in the late 1980s, has been highlighted by researchers in second language writing as a valuable approach for skill development By engaging in collaborative writing activities, students collectively share the responsibility for the quality of their text, allowing them to make joint decisions on various aspects of the writing process This collaborative effort not only enhances their writing skills but also fosters a deeper understanding of effective communication.
Collaborative activities significantly enhance student learning by fostering confidence and encouraging the use of language in meaningful contexts When students engage in partnerships or small groups, they can apply their language skills purposefully, making the learning experience more relevant and effective.
According to The bell foundation by Bell, F ( 1972), there are 5 types of collaborative activities as bellow:
- Pair or group discussions: learners can discuss in English and think about what you want them to get from the discussion
Collaborative work on shared tasks enhances vocabulary related to the curriculum while promoting the use of language skills for making suggestions, justifying opinions, and engaging in agreement or disagreement.
Incorporating competitive games into learning activities can significantly enhance student motivation while aiding in the revision and consolidation of curriculum content These games not only engage learners but also provide valuable practice in essential language skills, such as turn-taking and negotiation.
Drama and role play are effective and enjoyable methods that can enhance any curriculum area They serve as valuable tools for exploring important issues, making learning more memorable, and fostering cooperation and empathy among learners By incorporating drama and role play, students can engage with language in a meaningful context, allowing them to hear, practice, and ultimately use the language more effectively.
Information exchange activities, such as barrier games and jigsaw activities, are interactive communicative exercises designed for two or more learners In these activities, participants possess unique pieces of information that they must share orally with one another, fostering effective communication and collaboration.
To achieve success, The writer has identified 12 principles for successful collaboration as below:
2.4.4 The benefits of collaborative writing
Collaborative writing activities play a crucial role in language teaching, particularly in developing writing skills These activities provide students with opportunities for comprehensible input and interaction, enhancing their writing processes Working in groups encourages students to adjust their language to ensure mutual understanding, leading to a rich exchange of diverse ideas on a given topic This collaborative environment allows students to express their opinions and share knowledge, fostering a sense of responsibility for their own learning Additionally, the exchange of ideas serves as a stimulus, motivating individuals to contribute further, ultimately aiding in idea development and enhancing the overall writing experience.
Effective writing skills demand a high level of grammatical accuracy However, students often struggle with incorrect grammatical structures when working independently, making it difficult for them to identify their own mistakes Collaborative writing emerges as a beneficial strategy, as group members can help each other recognize errors and provide constructive feedback, ultimately enhancing their writing proficiency.
Collaborative writing activities foster student responsibility and autonomy by requiring equal contributions from all participants, leaving no room for complacency This engagement ensures that every student is actively involved in the lesson, while also boosting their confidence Learners often feel more at ease sharing their thoughts with peers rather than addressing the entire class or teacher, which is particularly beneficial for shy students As a result, these activities create a comfortable environment that encourages language practice and idea generation on writing topics.
Collaborative writing activities significantly boost students' motivation by engaging them in various partner-based tasks during lessons When teachers incorporate a diverse range of activities, they foster an environment where students feel active and valued, leading to enhanced motivation This increased engagement stems from the sense of importance students experience while participating in these collaborative efforts.
Collaborative writing activities foster interactive language use, addressing the limitations of traditional teaching methods where teachers often dominate communication in large classes By implementing these activities, students gain more opportunities to practice English, enhancing classroom interaction Additionally, collaborative writing allows teachers to step back from their usual roles, enabling them to circulate freely, observe student performance, and provide assistance as needed This approach also allows teachers to participate as group members, facilitating a smoother writing process when challenges arise.
Research questions
The aim of the study is to investigate the effectiveness of collaborative writing in writing lesson The study aims to seek the answer to the following questions:
1 Does collaborative writing help to improve EFL high school students' idea development and if it does, to what extent?
2 How does collaborative writing affect EFL high school students’ grammar accuracy in writing?
Participants of the study
Participants 60 students were selected from two classes at Phan Dang Luu high school in Nghe An province All of the participants have the same educational, language background and they are at the age from 16 to 17 The high school is located in a rural area; therefore, the students have a variety of difficulties in learning a foreign language Although they had been learning English for at least seven years at primary and secondary school, they had not many chance to talk with foreigners As a result, they were unable to use fluently English in real communication Moreover, their backgroung knowledge of English was merely based on what they learned at school, which is a general English program that includes reading, speaking, listening, writing and grammar lessons
The study involved two randomly selected classes of 30 students each, with one class designated as the control group and the other as the treatment group The treatment group received training in collaborative writing, while the control group did not participate in any collaborative writing activities.
Instruments
The study utilized the textbook "English 10" by Hoang et al., aligned with the basic curriculum set by Vietnam's Ministry of Education and Training This course is structured into two terms, featuring 16 theme-based units After every three units, students undergo tests to assess their understanding of the material Each unit focuses on a specific topic and includes components such as reading, speaking, listening, writing, and language focus.
During the treatment phase, the researcher implemented sixteen writing lessons from the "English 10" syllabus for the second semester Eight lesson plans were crafted for the experimental group, which engaged in collaborative writing, while the control group followed eight lesson plans without any collaborative writing intervention This structured approach allowed for a clear comparison between the two groups in the high school English program.
1 A day in the life of …
8 The story of my village
Table 3.1 The writing topics of sixteen units in TiengAnh 10
A traditional writing lesson plan at Phan Dang Luu high school consists of :
Checking the old lesson/ games
Prewriting involves essential preparation by both teachers and students before drafting a paper During this stage, vocabulary is introduced, and the structure or format is outlined Teachers can implement tasks from the textbook to facilitate this process effectively.
When students begin to put the paper in paragraph form They may write their papers individually in this stage Teachers observe and help
Teacher gives feedback The more time the teacher has , the more papers he / she gives feedback to After that,students will rewrite their writings individually if they have time
A writing lesson plan for the treatment group were designed:
Checking the old lesson/ games
Prewriting involves essential preparation by both teachers and students prior to drafting a paper During this stage, vocabulary is introduced, and the structure or format of the writing is explained Educators can implement various tasks outlined in the textbook to facilitate this process.
C While – writing ( Collabrative writing activities)
This is the stage when students begin to share ideas and put the paper in paragraph form They write their papers in pairs or groups
Students exchange their papers , correct together
Teacher gives feedback The more time the teacher has , the more papers he/she gives feedback to After that,students will rewrite their writings individually if they have time
The study utilized three key assessments: a general English proficiency test, a pre-test, and a post-test The pre-test and post-test aimed to measure any improvements in the participants' English skills following the experiment, while the general test assessed overall proficiency in reading, writing, and listening, ensuring both the control and experimental groups were at similar levels This general test was sourced from the Key English Test (KET) The pre-test and post-test, which featured similar topics, formats, and difficulty levels, were instrumental in evaluating the effectiveness of collaborative writing by analyzing students' idea development and grammatical accuracy Participants were allotted 45 minutes to complete the writing tasks without any guidance from the teacher.
Procedures
The researcher developed a comprehensive general test, along with pre-test and post-test assessments, and lesson plans prior to implementing the treatment Initially, both groups participated in the general English test, with detailed scores presented in the results section Throughout the testing period, the researcher monitored the students to ensure academic integrity and prevent cheating.
Following the general test, participants completed a pre-test, writing on a specified topic from the textbook Tieng Anh 1 within a 45-minute class period After the treatment phase, all participants took a post-test, conducted discreetly to avoid influencing their performance The teacher then evaluated the written papers for grammar accuracy and idea development, with grammar measured by the number of errors and idea development assessed using a rubric The control group underwent an 8-week treatment where they wrote individually, while the treatment group collaborated in pairs or groups, ensuring both groups spent a similar amount of time on their learning activities.
English The activities and tasks carried out during the treatment are summarized below:
Week 1: The general test and the pre test was given to both groups ( 2 classes)
The pre test topic was “Write a paragraph (at least 100 words) to describe your most memorable experience” ơn
Week 2: The students in both the treatment and control groups were asked to write about the following topic: “ Write a paragraph that describes dolphins , use the table given”
In Week 3, students from both the treatment and control groups were tasked with writing a letter inviting a friend to join them for a weekend party.
In Week 4, students from both the treatment and control groups were tasked with writing a letter inviting a friend to join them for a picnic at Cuc Phuong National Park, highlighting various reasons to visit this beautiful destination.
Week 5: The students in both the treatment and control groups were asked to write about the following topic: “Write about the life story of Van Cao, a famous musician”
In Week 6, students from both the treatment and control groups were prompted to write about a film they had seen, specifically using "Titanic" as a descriptive reference along with provided guiding questions.
Week 7: The students in both the experimental and control groups were asked to write about the following topic : “ Write an announcement”
Week 8: The posttest was taken The teacher marked the students’ writing, analysed the results The posttest is “Write a paragraph (at least 100 words) to describe a film you like best”
Following the treatment, researchers conducted a post-test for all participants in both groups, using the same procedure as the pre-test (refer to Appendix B).
Results and findings
This chapter presents the results of the general test, including pre-test and post-test outcomes for both the control group (Class 10 A1: Group A) and the experimental group (Class 10 A2: Group B) It explores the impact of collaborative writing on grammar accuracy and idea development The researcher evaluated students' writings from both groups using a rubric (Appendix F), focusing on two key categories: idea development and grammar accuracy Statistical analysis, including standard deviation (SD) and mean calculations, was performed using the Statistical Package for the Social Sciences (SPSS) for Windows to assess the test results of each group.
Prior to the treatment, a comprehensive assessment was conducted, consisting of fifteen multiple-choice questions aimed at evaluating participants' listening, reading, and grammar skills, alongside a writing test to measure their writing proficiency Each multiple-choice question was worth 0.5 points, while the writing task had a maximum score of 2.5 points, resulting in a total possible score of 10 for each student The average scores for the two groups are detailed in Table 4.1 (see Appendix G).
Table 4.1 Means and standard deviation of the general test for both groups
The analysis of Table 4.1 reveals that the average scores of the treatment group and the control group do not show significant differences The treatment group achieved a mean score of 7.6 (SD: 1.2), while the control group scored a mean of 7.3 (SD: 1.3) This indicates that both groups had comparable results, suggesting that the participants possessed similar levels of English proficiency at the start of the treatment.
Figure 4.1 and Figure 4.2 present the number of participants in each group having a certain range of score
Figure 4.1 The Treatment group general test results
Figure 4.2 The Control group general test results
The analysis of figures 4.1 and 4.2 reveals that in the treatment group, five students scored between 9 and 10, while the control group had four students in the same score range Additionally, the number of students scoring between 7 and 8.5 was comparable in both groups Similarly, the treatment group had eight students scoring between 5 and 6.5, compared to seven students in the control group These findings indicate that participants in both groups had similar English proficiency levels prior to the treatment.
Treatment Group from 9-10 from 7-8.5 from 5-6.5
Control Group from 9-10 from 7-8.5 from 5 -6.5
4.1.2 The effects of CW on idea development
The study aimed to assess how writing skills influence idea development among students To evaluate this, students' abilities to develop ideas were scored using a specific rubric, detailed in Appendices H and I This section highlights the findings from this assessment.
4.1.2.1 Results of the pre-test
Prior to the experiment, a pre-test was administered to evaluate the writing skills of all 60 participants Each student was tasked with composing a paragraph, which was then assessed based on two key criteria: idea development and grammatical accuracy Each criterion had a maximum score of 20 points.
Table 4.2 Means and standard deviation of pre-test idea development for both groups
The results indicated that both the treatment group, which engaged in collaborative writing, and the control group had similar scores on the pre-test writing task, with means of 12.1 (SD: 2.9) and 12.2 (SD: 2.6) respectively Notably, the control group outperformed the treatment group by a small margin.
Table 4.3 Idea development scores for all participants
Figure 4.3 and figure 4.4 present the number of participants in each group having a certain range of score on pre–test in term of idea development
Figure 4.3 The Treatment group pre- test results of idea development
Figure 4.4 The Control group pre-test results of idea development
Figures 4.3 and 4.4 illustrate that more than half of the students in both groups scored between 11 and 15 on the pre-test, with the treatment group having 16 students and the control group having 18 students in this range Additionally, six students from the treatment group and seven from the control group achieved scores between 16 and 20.
Treatment Group from 16-20 from 11-15 from 7-10
The treatment group, consisting of students aged 7 to 10, achieved an average score of 8, which is higher than the control group's average score of 5, despite the control group being larger with students aged 11 to 15 and 16 to 20 However, the difference in performance between the two groups was minimal, indicating that both groups demonstrated similar levels of writing proficiency in the test.
4.1.2.2 Results of the post–test
For the post- test, the students were also asked to write a paragraph (see Appendix B) The results are presented in Table 4.4
Table 4.4 Means and standard deviation of post-test idea development for both groups
Table 4.4 reveals that the treatment group achieved a mean score of 15.4 on the post-writing test, compared to the control group's mean score of 13.4 This indicates that the treatment group significantly outperformed the control group, demonstrating a marked improvement in writing scores The findings confirm a substantial difference in outcomes between the two groups.
Table 4.5 Idea development scores for all participants
Figure 4.5 The Treatment group post- test results of idea development
Figure 4.6 The Control group post-test results of idea development
The comparison of scores between the treatment and control groups reveals significant differences In the treatment group, ten participants scored between 16 and 20, while 17 scored between 11 and 15, and three scored between 7 and 10 In contrast, the control group had only seven participants achieving scores of 16 to 20, with 16 scoring between 11 and 15, and notably, seven students scoring between 7 and 10—double the number from the treatment group Overall, the data indicates that the treatment group had a higher proportion of participants achieving better scores compared to the control group.
4.1.2.3 The difference between pre-test and post-test
An analysis of the differences between the two groups was also made Table 4.6 and table 4.7 below present the results of idea development for both groups
Table 4.6 First idea development score (Pre) and final idea developmet score (Post) for all participants (P)
Treatment Group from 16-20 from 11-15 from 7-10
Control Group from 16-20 from 11-15 from 7-10
Table 4.7 Means and standard deviations of idea development in the pre-test and post-test for both groups
The treatment group demonstrated significant improvement in idea development, scoring an average of 12.1 points on the pre-test and increasing to 15.4 points on the post-test, reflecting a 3.3-point gain In contrast, the control group showed minimal change, with only a 1.2-point increase on the post-test This data indicates that collaborative writing activities effectively enhance students' ability to develop their ideas.
The following table shows the numbers of participants scores fell in a certain range
Figure 4.7 The Control group pre-test results of idea development
Figure 4.8 The Control group post-test results of idea development
Figure 4.9 The Treatment group pre- test results of idea development
Figure 4.10 The Treatment group post- test results of idea development
Figures 4.7, 4.8, 4.9, and 4.10 reveal a statistically significant difference in writing skills between the treatment and control groups after an 8-week period The treatment group showed notable improvement, with their scores surpassing those of the control group Specifically, the number of students in the treatment group scoring between 10 and 16 on the pre-test increased from 6 to 10, highlighting their enhanced performance compared to the control group.
In contrast, there was a difference in the marks 11-15, a number of students
Control Group from 16-20 from 11-15 from 7-10
Control Group from 16-20 from 11-15 from 7-10
Treatment Group from 16-20 from 11-15 from 7-10
The treatment group, consisting of participants aged 16-20, 11-15, and 7-10, showed an increase in writing scores, while the control group experienced a decrease This research indicates a statistically significant difference in writing performance between the two groups.
4.1.3 The effects of CW on grammar accuracy
During the 8-week experiment, participants in the treatment group engaged in collaborative writing, and the impact of this method was assessed by comparing test results between the two groups To evaluate improvements in writing, the researcher introduced a category focused on grammar accuracy, which required students to produce grammatically correct forms in their writing This section presents the results concerning grammar accuracy, as detailed in Appendix J.
Appendix K) and the difference between the treatment groups’ results and control groups’ results
4.1.3.1 Results of the pre- test
Discussion
Writing is often regarded as a complex skill in the English teaching-learning process, allowing students to articulate and solidify their thoughts and ideas This study examined the impact of collaborative writing (CW) on EFL learners' writing abilities by conducting general tests, pre-tests, and post-tests The findings revealed that students engaged in CW activities achieved higher scores compared to those in the control group, with notable improvements observed in the treatment group's pre-test and post-test results Thus, it can be concluded that collaborative writing significantly enhances students' writing skills.
The completed thesis introduces a novel approach for teachers to enhance the writing skills of EFL high school students through collaborative writing This method fosters an environment where learners can exchange information, share knowledge, and support one another creatively, ultimately leading to improved writing abilities.
From the fact above, it can be concluded that collaborative writing activities positively affects EFL learners at high school.