Collaborative Blended Learning Writing Environment: Effects on EFL Students’ Writing Apprehension and Writing Performance

Abstract

This study examined the effects of collaborative blended learning writing environment on students' writing apprehension and writing performance as perceived by a selected group of EFL students enrolled in one of the international schools in Malaysia. Qualitative case study method was employed using semi-structured interview, learning diaries and observation. Twelve male students enrolled in Class Ten were selected to participate in a 13-week study. To learn how to write collaboratively, the students followed the procedures of the blended learning writing process. Students were divided into three groups and were given the freedom to choose the members of the group they would like to work with. They went through the writing process in face-to-face and online learning modes via the class blog and online Viber discussion. Data collected were analyzed qualitatively using thematic analysis. The findings indicated that the students had positive perceptions towards the collaborative blended learning writing environment they had experienced. They perceived that the collaborative blended learning activities had helped them reduced their writing apprehension and improve their writing performance as they experienced and learnt much knowledge concerning the micro and macro aspects of writing. Students also viewed that their online discussion and collaboration on writing in Viber groups and the class blog had assisted them greatly in their writing task.

Cohesive devices in argumentative essays by Indonesian EFL learners

“…Collaborative learning is also believed to help learners improve their writing skills effectively (Challob et al, 2016;Pratiwi, 2020;Rizki et al, 2020;Supiani, 2012). Supiani (2012) has demonstrated results of his study that collaborative learning is beneficial to help learners improve their learners' writing competence, behavior, motivation, and class situation.…”

“…Supiani (2012) has demonstrated results of his study that collaborative learning is beneficial to help learners improve their learners' writing competence, behavior, motivation, and class situation. Other fruitful benefits of collaborative learning techniques are improving learners' selfconfidence and active participation (Pratiwi, 2020), reducing writing apprehension (Challob et al, 2016), as well as enhancing learners' writing ability in composing a text (Rizki et al, 2020). These results of studies have implied that the use of collaborative learning techniques can be used as solutions in solving problems related to the use of grammatical cohesion in writing.…”

Exploring the relationship between college students’ writing anxiety and the pedagogical use of online resources

“…While the line of research on instructional materials acknowledges the importance of reading material as an important channel for developing a knowledge repertoire, it particularly points out the limited content in traditional textbooks, and suggests the potential of using online resources to supplement in-classroom teaching because of its easy accessibility and multimodal learning platform (Lau et al, 2018;Taffs & Holt, 2013;Tomlinson, 2003). Unfortunately, the use of online resources for writing instruction is still clustered around teaching vocabulary (e.g., Gilmore, 2008), nurturing students' ideas for academic writing topics (e.g., Sloan, Porter, Robins, & McCourt, 2014), creating collaborative learning platforms, such as online bulletin boards (e.g., Challob, Bakar, & Latif, 2016;Ferriman, 2013), or writing structure (Taffs & Holt, 2013). In other words, these studies on the relationship between online resources and writing are limited to the macro landscape of e-learning resources as regards writing.…”

Collaboration to improve descriptive writing facilitated by Padlet: an EFL action research study

“…The use of this academic resource strengthens students' writing performance tasks. Challob, Bakar, and Latif (2016) found that this process advocates group work raises students' understanding of their strengths and weaknesses and creates shared learning. Wang and Chen (2013) considered that some of the advantages of collaboration are the development of shared knowledge, understanding, and participation.…”