Impact of Etherpad-based Collaborative Writing Instruction on EFL Learners' Writing Performance, Writing Self-efficacy, and Attribution: A Mixed-Method Approach
The present study examined the comparative effects of Etherpad-based writing instruction and face-to-face writing instruction on EFL learners' writing quality and writing self-efficacy. It also aimed at finding the learners' attitude towards the influence of Etherpad and their reason for s...
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| Format: | Article |
| Language: | English |
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University of Tabriz
2021-11-01
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| Series: | Journal of English Language Teaching and Learning |
| Subjects: | |
| Online Access: | https://elt.tabrizu.ac.ir/article_14003_9c6080ef92e84b4db5fcf468045914a2.pdf |
| _version_ | 1827313971053461504 |
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| author | Masumeh Sadat Seyyedrezaei Mohammad Amiryousefi Ana Gimeno-Sanz Manssor Tavakoli |
| author_facet | Masumeh Sadat Seyyedrezaei Mohammad Amiryousefi Ana Gimeno-Sanz Manssor Tavakoli |
| author_sort | Masumeh Sadat Seyyedrezaei |
| collection | DOAJ |
| description | The present study examined the comparative effects of Etherpad-based writing instruction and face-to-face writing instruction on EFL learners' writing quality and writing self-efficacy. It also aimed at finding the learners' attitude towards the influence of Etherpad and their reason for success/ failure in this writing course. To this end, ninety students were selected through convenience sampling and randomly assigned to one of the two instruction groups. In addition to an IELTS writing task, Self-efficacy in Writing Scale (SWS) was administered. During the course, the students received instruction on writing an argumentative essay. After the treatment, the SWS and another IELTS writing task were given. Subsequently, a semi-structured interview was conducted with twenty Etherpad-based learners to find their attitudes towards the reason for their success/ failure and the effectiveness of Etherpad. The results revealed that the Etherpad-based group significantly outperformed the face-to-face group in the writing posttest and demonstrated a higher level of writing self-efficacy. The interview data showed that the students attributed their success to both internal and external factors. Whereas, they ascribed their failure to internal factors rather than external ones. It was also revealed that the students found Etherpad as a predictor of their success in writing performance. |
| first_indexed | 2024-04-24T22:26:55Z |
| format | Article |
| id | doaj.art-3336c67ca1444da5888a55d4229274f4 |
| institution | Directory Open Access Journal |
| issn | 2251-7995 2676-6876 |
| language | English |
| last_indexed | 2024-04-24T22:26:55Z |
| publishDate | 2021-11-01 |
| publisher | University of Tabriz |
| record_format | Article |
| series | Journal of English Language Teaching and Learning |
| spelling | doaj.art-3336c67ca1444da5888a55d4229274f42024-03-19T22:27:48ZengUniversity of TabrizJournal of English Language Teaching and Learning2251-79952676-68762021-11-011328193710.22034/elt.2021.47608.243214003Impact of Etherpad-based Collaborative Writing Instruction on EFL Learners' Writing Performance, Writing Self-efficacy, and Attribution: A Mixed-Method ApproachMasumeh Sadat Seyyedrezaei0Mohammad Amiryousefi1Ana Gimeno-Sanz2Manssor Tavakoli3Department of English Language & Literature, University of Isfahan, Isfahan, Iran.Department of English Language & Literature, University of Isfahan, Isfahan, Iran.Universitat Politècnica de València, Valencia, SpainDepartment of English Language & Literature, University of Isfahan, Isfahan, Iran.The present study examined the comparative effects of Etherpad-based writing instruction and face-to-face writing instruction on EFL learners' writing quality and writing self-efficacy. It also aimed at finding the learners' attitude towards the influence of Etherpad and their reason for success/ failure in this writing course. To this end, ninety students were selected through convenience sampling and randomly assigned to one of the two instruction groups. In addition to an IELTS writing task, Self-efficacy in Writing Scale (SWS) was administered. During the course, the students received instruction on writing an argumentative essay. After the treatment, the SWS and another IELTS writing task were given. Subsequently, a semi-structured interview was conducted with twenty Etherpad-based learners to find their attitudes towards the reason for their success/ failure and the effectiveness of Etherpad. The results revealed that the Etherpad-based group significantly outperformed the face-to-face group in the writing posttest and demonstrated a higher level of writing self-efficacy. The interview data showed that the students attributed their success to both internal and external factors. Whereas, they ascribed their failure to internal factors rather than external ones. It was also revealed that the students found Etherpad as a predictor of their success in writing performance.https://elt.tabrizu.ac.ir/article_14003_9c6080ef92e84b4db5fcf468045914a2.pdfetherpadwriting performancewriting self-efficacyperceived attribution |
| spellingShingle | Masumeh Sadat Seyyedrezaei Mohammad Amiryousefi Ana Gimeno-Sanz Manssor Tavakoli Impact of Etherpad-based Collaborative Writing Instruction on EFL Learners' Writing Performance, Writing Self-efficacy, and Attribution: A Mixed-Method Approach Journal of English Language Teaching and Learning etherpad writing performance writing self-efficacy perceived attribution |
| title | Impact of Etherpad-based Collaborative Writing Instruction on EFL Learners' Writing Performance, Writing Self-efficacy, and Attribution: A Mixed-Method Approach |
| title_full | Impact of Etherpad-based Collaborative Writing Instruction on EFL Learners' Writing Performance, Writing Self-efficacy, and Attribution: A Mixed-Method Approach |
| title_fullStr | Impact of Etherpad-based Collaborative Writing Instruction on EFL Learners' Writing Performance, Writing Self-efficacy, and Attribution: A Mixed-Method Approach |
| title_full_unstemmed | Impact of Etherpad-based Collaborative Writing Instruction on EFL Learners' Writing Performance, Writing Self-efficacy, and Attribution: A Mixed-Method Approach |
| title_short | Impact of Etherpad-based Collaborative Writing Instruction on EFL Learners' Writing Performance, Writing Self-efficacy, and Attribution: A Mixed-Method Approach |
| title_sort | impact of etherpad based collaborative writing instruction on efl learners writing performance writing self efficacy and attribution a mixed method approach |
| topic | etherpad writing performance writing self-efficacy perceived attribution |
| url | https://elt.tabrizu.ac.ir/article_14003_9c6080ef92e84b4db5fcf468045914a2.pdf |
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