Gender Differences in Saudi EFL Undergraduate Students’ Perceptions toward the Impact of Collaborative Writing

Layan Ali  Alrayes

doi:10.54012/jcell.v4i2.340

Authors

Layan Ali Alrayes Department of English Language and Literature, College of Languages and Humanities, Qassim University, Saudi Arabia

https://doi.org/10.54012/jcell.v4i2.340

Abstract views: 108

PDF downloads: 59

Keywords:

collaborative writing, EFL, perceptions, Saudi undergraduate students

Abstract

Given the importance of collaborative writing, it has been generally investigated and discussed in different educational aspects. Gender difference is a factor that could contribute to the impact of collaborative writing. Therefore, the current study tried to illuminate the perceptions of gender differences among Saudi EFL undergraduate students regarding the effect of collaborative writing on written and social skills. Therefore, the study utilized an online survey adapted from previous studies and modified to fix the statements to the study's aims. The survey was distributed online on Telegram via different channels, and (N = 74 Saudi undergraduate students) attending different universities in Saudi Arabia, with an equal number of 37 females and males, took part in the study. Furthermore, the independent sample t-test was used to analyze the data, and the results showed no statistically significant difference in the perceptions of both genders toward the impact of collaborative writing on both written and social development. These findings suggest further studies in this regard by employing more than one instrument to gain more in-depth data about how gender differences and cultural and educational background might impact the perceptions of students toward collaborative writing.

Downloads

Download data is not yet available.

References

Al-Ahmad, S. M. (2003). The impact of collaborative learning on L1 and L2 college

students' apprehension about and attitudes toward writing. Indiana University of

Pennsylvania.

Anshu, A. H., & Yesuf, M. Y. (2022). Effects of collaborative writing on EFL students'

paragraph writing performance: Focus on content and coherence. International

Journal of Education and Literacy Studies, 10(1), 36

https://doi.org/10.7575/aiac.ijels.v.10n.1p.36

Alvarez Sanvicens, U. (2020). Benefits and drawbacks of collaborative writing for young foreign language learners: A case study on teachers' perspective.

http://hdl.handle.net/10810/43317

Alkhalaf, N. A. (2020). Saudi female EFL learners and collaborative writing: Attitudes

and challenges. Theory and Practice in Language Studies, 10(9), 1118

‏ https://doi.org/10.17507/tpls.1009.16

Al-Besher, K. (2012). Developing the writing skills of ESL students through the

collaborative learning strategy (Doctoral dissertation). Newcastle University.

http://hdl.handle.net/10443/1836

Biria, R., & Jafari, S. (2013). The impact of collaborative writing on the writing fluency

of Iranian EFL learners. Journal of Language Teaching & Research, 4(1), 164

https://doi.org/10.4304/jltr.4.1.164-175

Boud, D., Cohen, R., & Sampson, J. (1999). Peer learning and assessment. Assessment

& Evaluation in Higher Education, 24(4), 413

https://doi.org/10.1080/0260293990240405

Bueno-Alastuey, M. C., Vasseur, R., & Elola, I. (2022). Effects of collaborative writing

and peer feedback on Spanish as a foreign language writing performance. Foreign

Language Annals, 55(2), 517-539. https://doi.org/10.1111/flan.12611

Baker, M., Hansen, T., Joiner, R., & Traum, D. (1999). The role of grounding in

collaborative learning tasks. In Collaborative learning: Cognitive and

computational approaches (pp.6371).

Carless, D. (2002). Implementing task-based learning with young learners. ELT Journal, 56(4), 389-396. https://doi.org/10.1093/elt/56.4.389

Farrah, M. (2011). Attitudes towards collaborative writing among English majors in

Hebron University. http://dspace.hebron.edu/xmlui/handle/123456789/68

Galbin, A. (2014). An introduction to social constructionism. Social Research Reports,

(26),8292.

Gousseva-Goodwin, J. V. (2000). Collaborative writing assignments and online

discussions in an advanced ESL composition class (Doctoral dissertation). The

University of Arizona. http://hdl.handle.net/10150/284263

Hadjerrouit, S. (2011). A collaborative writing approach to wikis: Design,

implementation, and evaluation. Issues in Informing Science & Information

Technology, 8, 479-490. http://hdl.handle.net/11250/137909

Hadjerrouit, S. (2016). Assessing the level of collaborative writing in a wiki-based

environment: A case study in teacher education. In Competencies in Teaching,

Learning and Educational Leadership in the Digital Age: Papers from CELDA

(pp. 197-216). Springer. https://doi.org/10.1007/978-3-319-30295-9_12

Jafari, N., & Ansari, D. N. (2012). The effect of collaboration on Iranian EFL learners'

writing accuracy. International Education Studies, 5(2), 125

https://doi.org/10.5539/ies.v5n2p125

Johnson, R., & Johnson, D. (1986). Action research: Cooperative learning in the science classroom. Science and Children, 24(6), 31-32.

Jiang, W., & Eslami, Z. R. (2022). Effects of computer-mediated collaborative writing

on individual EFL writing performance. Computer Assisted Language Learning,

(9), 2701 2730. https://doi.org/10.1080/09588221.2021.1893753

Klemm, W. R. (1994). Using a formal collaborative learning paradigm for veterinary

medical education. Journal of Veterinary Medical Education, 21(1), 2-6.

Kollar, I., & Fischer, F. (2010). Peer assessment as collaborative learning: A cognitive

perspective. Learning and Instruction, 20(4), 344

https://doi.org/10.1016/j.learninstruc.2009.08.005

Larson-Hall, J. (2016). A guide to doing statistics in second language research using

SPSS and R. Routledge. https://doi.org/10.4324/9781315775661

Mulligan, C., & Garofalo, R. (2011). A collaborative writing approach: Methodology

and student assessment. The Language Teacher, 35(3), 5

https://doi.org/10.37546/JALTTLT35.3-1

Hadjerrouit, S. (2016). Assessing the level of collaborative writing in a wiki-based

environment: A case study in teacher education. Competencies in Teaching,

Learning and Educational Leadership in the Digital age: Papers from CELDA

(pp. 197-216). Springer. https://doi.org/10.1007/978-3-319-30295-9_12

Jafari, N., & Ansari, D. N. (2012). The Effect of Collaboration on Iranian EFL Learners' Writing Accuracy. International Education Studies, 5(2), 125

https://doi.org/10.5539/ies.v5n2p125

Johnson, R., & Johnson, D. (1986). Action Research: Cooperative Learning in the

Science Classroom. Science and Children, 24(6), 31-32.

Jiang, W., & Eslami, Z. R. (2022). Effects of computer-mediated collaborative writing

on individual EFL writing performance. Computer Assisted Language Learning,

(9), 27012730. https://doi.org/10.1080/09588221.2021.1893753

Klemm, W. R. (1994). Using a Formal Collaborative Learning Paradigm for Veterinary Medical Education. Journal of Veterinary Medical Education, 21(1), 2-6.

Kollar, I., & Fischer, F. (2010). Peer assessment as collaborative learning: A cognitive

perspective. Learning and Instruction, 20(4), 344

https://doi.org/10.1016/j.learninstruc.2009.08.005

Larson-Hall, J. (2016). A guide to doing statistics in second language research using

SPSS and R. Routledge. https://doi.org/10.4324/9781315775661

Mulligan, C., & Garofalo, R. (2011). A collaborative writing approach: Methodology

and student assessment. The Language Teacher, 35(3), 5

https://doi.org/10.37546/JALTTLT35.31

Nokes-Malach, T. J., Richey, J. E., & Gadgil, S. (2015). When is it better to learn

together? Insights from research on collaborative learning. Educational

Psychology Review, 27(4), 645-656. https://doi.org/10.1007/s10648-015-9312-8

Pham, V. P. H. (2021). The effects of collaborative writing on students' writing fluency:

An efficient framework for collaborative writing. Sage Open, 11(1),

https://doi.org/10.1177/2158244021998363

Ubilla Rosales, L., Gómez Álvarez, L., Sáez Carrillo, K., & Etchegaray Pezo, P. (2020). Collaborative writing of argumentative essays in an EFL blended course: Chilean preservice teachers' perceptions and self-assessment. Íkala, revista de lenguaje y cultura, 25(2), 307-327. https://doi.org/10.17533/udea.ikala.v25n02a10

Sa'diyah, H., & Nabhan, S. (2021). Collaborative writing using Google Docs in an EFL classroom: Voices from high school students. VELES: Voices of English Language Education Society, 5(2), 156-166. https://doi.org/10.29408/veles.v5i2.3863

Smith, B. L., & MacGregor, J. T. (1992). What is collaborative learning? In A. Goodsell, M. Maher, V. Tinto, & Associates (Eds.), Collaborative learning: A sourcebook for higher education (pp. 10-16). National Center on Postsecondary Teaching, Learning, and Assessment.

Storch, N. (2013). Collaborative writing in L2 classrooms (Vol. 31). Multilingual

Matters. https://doi.org/10.21832/9781847699954

Storch, N. (2005). Collaborative writing: Product, process, and students' reflections.

Journal of Second Language Writing, 14(3), 153

https://doi.org/10.1016/j.jslw.2005.05.002

Storch, N. (1999). Are two heads better than one? Pair work and grammatical accuracy. System, 27(3), 363-374. https://doi.org/10.1016/S0346-251X(99)00031-7

Sukirman, S. (2016). Using collaborative writing in teaching writing. Langkawi: Journal of The Association for Arabic and English, 2(1), 33 46. https://ejournal.iainkendari.ac.id/index.php/langkawi/article/view/443

Suwantarathip, O., & Wichadee, S. (2014). The Effects of Collaborative Writing

Activity Using Google Docs on Students' Writing Abilities. Turkish Online

Journal of Educational Technology-TOJET, 13(2), 148-156.

Trinidad Tagle, L., & Victoria A. Cabigan, Ma. (2022). Online Collaborative Learning

to The Learners’ Performance and Attitude. International Journal of Research

Publications,105(1).

Watanabe, Y. (2008). Peer-peer interaction between L2 learners of different proficiency

levels:Their interactions and reflections. Canadian Modern Language Review,

(4), 605635. https://doi.org/10.3138/cmlr.64.4.605

Woodrich, M. P., & Fan, Y. (2017). Google Docs as a tool for collaborative writing in

the middle school classroom. Journal of Information Technology Education:

Research, 16,391413. https://doi.org/10.28945/3773