Watch Recording
Pre-recorded Session Oral Presentations (30 minutes)
Oct 16, 2020 12:00 Noon - Aug 31, 2021 01:45 PM(Asia/Ho_Chi_Minh)
20201016T1200 20201016T1345 Asia/Ho_Chi_Minh The implementation of Collaborative Writing to enhance English major second-year students' academic writing skills

Along with critical thinking, creativity, communication, collaboration has been hailed as one key competence for 21st century learners who are about to work in a fast-changing and increasingly complex environment. Thus, teamwork has now been promoted and integrated in daily language teaching practice of many institutions nationwide including academic writing instruction. There has been a plethora of research into collaborative writing in English language classroom. Nevertheless, few has been conducted to provide information about its effectiveness in English for academic purpose classes. The current study aims at examining the possible impact of this practice on the quality of students' academic written works as perceived by students who are crucial stakeholders in the change from individual to collaborative writing tasks. The research was conducted in an English for academic purpose class (EAP) for English major second-year students whose current proficiency level is B2. Both Likert – type questionnaire and semi-structured interview were employed to examine how students perceive the effectiveness of collaborative writing in two aspects: language and coherence & cohesion. Research findings indicates that students had positive feedback on this writing practice and noticed many remarkable improvements such as fewer spelling, word form, grammatical mistakes, greater grammatical complexity and higher use of advanced cohesive devices. The research result is expected to suggest an approach in implementing academic writing assignments which help to alleviate the difficulty facing students and improve the overall quality of their work.

Pre-recorded Session VietTESOL International Convention 2021 convention@viettesol.org

Along with critical thinking, creativity, communication, collaboration has been hailed as one key competence for 21st century learners who are about to work in a fast-changing and increasingly complex environment. Thus, teamwork has now been promoted and integrated in daily language teaching practice of many institutions nationwide including academic writing instruction. There has been a plethora of research into collaborative writing in English language classroom. Nevertheless, few has been conducted to provide information about its effectiveness in English for academic purpose classes. The current study aims at examining the possible impact of this practice on the quality of students' academic written works as perceived by students who are crucial stakeholders in the change from individual to collaborative writing tasks. The research was conducted in an English for academic purpose class (EAP) for English major second-year students whose current proficiency level is B2. Both Likert – type questionnaire and semi-structured interview were employed to examine how students perceive the effectiveness of collaborative writing in two aspects: language and coherence & cohesion. Research findings indicates that students had positive feedback on this writing practice and noticed many remarkable improvements such as fewer spelling, word form, grammatical mistakes, greater grammatical complexity and higher use of advanced cohesive devices. The research result is expected to suggest an approach in implementing academic writing assignments which help to alleviate the difficulty facing students and improve the overall quality of their work.

Lecturer of English
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VNU University of Languages and International Studies
No moderator for this session!
Mrs. Cheryl Matala
Lyceum of the Philippines University-Manila
,
Lyceum of the Philippines University-Manila
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