Implementing Collaborative Writing in EFL Classrooms: Teachers and Students’ Perspectives

Abstract

The study investigates the process of implementing collaborative writing (CW) in EFL classrooms and ascertains the perspectives of stakeholders towards CW practice. Data was collected from 130 participants and through multiple sources and instruments, including document analysis, observation and video-based fieldwork, questionnaire, and interview. The results from observation and content analysis revealed that the current practice of CW lacked significant CW process during the first six weeks, but occurred later during the discussion sessions at a superficial level. The interview results further revealed that parallel horizontal-division writing CW strategy was used and the CW tasks were done in writer-helpers pattern and consequently produced the superficial written patch works. Furthermore, results of questionnaire and interviews indicted that both students and teachers perceived that CW practice positively influenced teamwork, communication, and problem solving skills. However, the issue of fairness of teamwork contribution and assessment continues to be unsolved. Based on the research result, it can be concluded that both teachers and students needed to be prepared prior to the practice, so that CW process, strategy, and assessment applied in each CW classroom followed the same standard.