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The effect of online collaborative writing instruction on enhancing writing performance, writing motivation, and writing self-efficacy of Chinese EFL learners

INTRODUCTION: This study investigates the influence of online collaborative writing instruction on the writing performance, writing self-efficacy, and writing motivation of Chinese English as a foreign language (EFL) learners. The research was conducted at a language school in mainland China with 58...

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Autor principal: Li, Yan
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10333531/
https://www.ncbi.nlm.nih.gov/pubmed/37441335
http://dx.doi.org/10.3389/fpsyg.2023.1165221
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author_facet Li, Yan
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description INTRODUCTION: This study investigates the influence of online collaborative writing instruction on the writing performance, writing self-efficacy, and writing motivation of Chinese English as a foreign language (EFL) learners. The research was conducted at a language school in mainland China with 58 participants divided into an experimental group (n=30) and a control group (n=28). METHODS: The experimental group utilized Tencent Docs, an online platform, for collaborative writing and peer-editing activities outside the classroom, while the control group received traditional in-class instruction. The study spanned a duration of 13 weeks, during which writing tasks, writing motivation scales, and writing self-efficacy scales were employed to collect data. RESULTS: The findings revealed that the experimental group exhibited significantly greater improvement in writing performance, motivation, and self-efficacy compared to the control group. These results indicate the positive impact of incorporating Tencent Docs into collaborative writing instruction. DISCUSSION: The outcomes of this study provide valuable insights for language educators regarding the benefits of integrating online tools into EFL instruction to enhance writing skills. By leveraging platforms like Tencent Docs for collaborative writing, instructors can foster improved performance, increased motivation, and enhanced self-efficacy among EFL learners. Overall, this research highlights the effectiveness of online collaborative writing instruction and its potential as a valuable tool for language educators seeking to optimize EFL learners’ writing abilities.
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spelling pubmed-103335312023-07-12 The effect of online collaborative writing instruction on enhancing writing performance, writing motivation, and writing self-efficacy of Chinese EFL learners Li, Yan Front Psychol Psychology INTRODUCTION: This study investigates the influence of online collaborative writing instruction on the writing performance, writing self-efficacy, and writing motivation of Chinese English as a foreign language (EFL) learners. The research was conducted at a language school in mainland China with 58 participants divided into an experimental group (n=30) and a control group (n=28). METHODS: The experimental group utilized Tencent Docs, an online platform, for collaborative writing and peer-editing activities outside the classroom, while the control group received traditional in-class instruction. The study spanned a duration of 13 weeks, during which writing tasks, writing motivation scales, and writing self-efficacy scales were employed to collect data. RESULTS: The findings revealed that the experimental group exhibited significantly greater improvement in writing performance, motivation, and self-efficacy compared to the control group. These results indicate the positive impact of incorporating Tencent Docs into collaborative writing instruction. DISCUSSION: The outcomes of this study provide valuable insights for language educators regarding the benefits of integrating online tools into EFL instruction to enhance writing skills. By leveraging platforms like Tencent Docs for collaborative writing, instructors can foster improved performance, increased motivation, and enhanced self-efficacy among EFL learners. Overall, this research highlights the effectiveness of online collaborative writing instruction and its potential as a valuable tool for language educators seeking to optimize EFL learners’ writing abilities. Frontiers Media S.A. 2023-06-27 /pmc/articles/PMC10333531/ /pubmed/37441335 http://dx.doi.org/10.3389/fpsyg.2023.1165221 Text en Copyright © 2023 Li. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Li, Yan
The effect of online collaborative writing instruction on enhancing writing performance, writing motivation, and writing self-efficacy of Chinese EFL learners
title The effect of online collaborative writing instruction on enhancing writing performance, writing motivation, and writing self-efficacy of Chinese EFL learners
title_full The effect of online collaborative writing instruction on enhancing writing performance, writing motivation, and writing self-efficacy of Chinese EFL learners
title_fullStr The effect of online collaborative writing instruction on enhancing writing performance, writing motivation, and writing self-efficacy of Chinese EFL learners
title_full_unstemmed The effect of online collaborative writing instruction on enhancing writing performance, writing motivation, and writing self-efficacy of Chinese EFL learners
title_short The effect of online collaborative writing instruction on enhancing writing performance, writing motivation, and writing self-efficacy of Chinese EFL learners
title_sort effect of online collaborative writing instruction on enhancing writing performance, writing motivation, and writing self-efficacy of chinese efl learners
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10333531/
https://www.ncbi.nlm.nih.gov/pubmed/37441335
http://dx.doi.org/10.3389/fpsyg.2023.1165221
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