AN OVERVIEW OF USING COLLABORATIVE WRITING METHOD TO INCREASE STUDENTS’ WRITING ABILITY
DOI:
https://doi.org/10.46244/geej.v2i1.683Keywords:
Collaborative Writing, the EFL classroomAbstract
This study reviews the effectiveness of using collaborative writing method to enhance students’ writing ability. It also tries to expand the scope of collaboration in all aspects of the EFL College writing process. First of all, this article explains the operational definition of collaborative learning process based on EFL writing instruction. In what follows, the article headlights the benefits of collaborative writing process in the EFL classroom. The remaining phase of this article discusses the steps and procedures in practicing writing based on collaborative process in the classroom. Anchored in this collaborative process based writing framework, a teacher enables students to engage in collaborative and dialogic activities through the process of writing. The definite aim is to help EFL college students in writing academic pieces better and more easily as they go through the writing process from pre- writing to post-writing.
References
Gerlach, J. M. (1994). "Is this collaboration?" In Bosworth, K. and Hamilton, S. J. (Eds.), Collaborative Learning: Underlying Processes and Effective Techniques, New Directions for Teaching and Learning No. 59.
Cooper, J., and Robinson, P. (1998). "Small group instruction in science, mathematics, engineering, and technology." Journal of College Science Teaching 27:383.
Cooper, J., Prescott, S., Cook, L., Smith, L., Mueck, R., and Cuseo, J. (1990). Cooperative learning and college instruction: Effective use of student learning teams. California State University Foundation, Long Beach, CA.
MacGregor, J. (1990). "Collaborative learning: Shared inquiry as a process of reform" In Svinicki, M. D. (Ed.), The changing face of college teaching, New Directions for Teaching and Learning No. 42.
Smith, B. L., and MacGregor, J. T. (1992). "What is collaborative learning?" In Goodsell, A. S., Maher, M. R., and Tinto, V. (Eds.), Collaborative Learning: A Sourcebook for Higher Education. National Center on Postsecondary Teaching, Learning, & Assessment, Syracuse University.
Hyland, K. (2007). “Genre Pedagogy: Language, Literacy and L2 Writing Instruction”. Journal of Second Language Writing, 16/3: 148-164
Downloads
Published
How to Cite
Issue
Section
License
All works published in the Getsempena English Education Journal (GEEJ) are licensed & copyrighted under a Creative Commons Attribution-NonCommercial 4.0 International License. The editorial board of the GEEJ shares common vision with Universitas Bina Bangsa Getsempena as a Publisher in providing unrestricted access to knowledge and education for all and thereby follows Open Access Policy to showcase its content. The GEEJ follows open access copyright and licensing policy on the principle that making research freely available to the public supports a greater global exchange of knowledge.
Universitas Bina Bangsa Getsempena and the GEEJ adhere to a Creative Commons Attribution-NonCommercial 4.0 International License. The authors submitting and publishing in the GEEJ agree to the copyright policy under a Creative Commons Attribution-NonCommercial 4.0 International License. Under this license, the authors published in the GEEJ retain the copyright, and all other authors using the content of the GEEJ are required to cite author(s) and publisher in their work.
