The Impact of Collaborative Writing and The Stream of Consciousness Technique on Writing

Abstract

This experimental research study attempted to examine the effectiveness of an advanced writing course integrating the stream of consciousness technique and collaborative writing. The writing course was designed for eleven undergraduate English as foreign language students studying at the English language teaching department. Adopting a mixed methods research design, qualitative and quantitative data were used to answer the research questions. Qualitative data were gathered from pre and post-intervention interviews and the quantitative data from the pre and post-tests. The results revealed that a great majority of the participants made considerable progress in terms of creativity and overall writing performance. The fact that the intervention was effective was apparent in a great majority of the participants’ preference for collaborative writing over individual writing and all participants’ preference for the stream of consciousness technique over traditional writing modes. In terms of the use of the stream of consciousness technique and collaborative writing, it was found that collaborative writing was a more pleasing experience. It was also found that due to the intervention they not only made good progress in terms of their writing skills but also their attitudes changed in a positive way towards writing.

Yabancı Dil Sınıfı Olarak İngilizcede Kaygıyı Gidermede Dramanın Kullanımı: Bir

“…The finding that personal development was fostered went in line with the finding of Atamturk, Dimililer and Atamturk (2017). The participants of this research study practised collaborative script writing and noted that drama enhanced social relations, which confirmed Dimililer's (2017) finding. One of the main strengths of teaching language through drama is that it is learner centered.…”

Online in-class vs. out-of-class flipped learning models in English as foreign language writing classes

“…In general, teaching writing in the EFL context is regarded as a challenging task, as it is not easy to form, organize and interpret the thoughts through meaningful messages (Al-Shaer, 2014 ; Suyanto, 2015 ; Febrijanto, 2016 ; Ningrum et al, 2016 ; Koura and Zahran, 2017 ). Nonetheless, there are a great deal of issues in EFL writing lectures, specifically in the North Cyprus context (Afrilyasanti et al, 2016 ; Koura and Zahran, 2017 ; Dimililer and Kurt, 2019 ). In the same way, another problem that can be observed in the writing process in this specific context pertains to time constraints, as the lecturers have to spend a majority of the lecture time to explain the instructions before beginning the writing task, thus, there is limited time left for the writing process itself (Bostanci and Sengul, 2018 ).…”

In-Class versus Out-of-Class Flipped Classroom Models in English as a Foreign Language Writing

“…Notwithstanding, there are so many challenges in EFL writing classes, especially in the Turkish Cypriot context (Afrilyasanti, Cahyono & Astuti, 2016;Dimililer & Kurt, 2019;Koura & Zahran, 2017). These challenges are believed to exist as a consequence of the instructional process, where the lecturers apply inappropriate traditional instructional approaches, methods, techniques and models to teach writing (Koura & Zahran, 2017).…”

“…Following these, numerous investigators have examined the instructional approaches, methods, models and so on that might be effective to advance the EFL learners' writing proficiency (Ningrum, Latief & Sulistyo, 2016). Significantly, the majority of the traditional approaches for writing are outdated and do not take into consideration the learners' higher order thinking abilities in the Turkish Cypriot context (Dimililer & Kurt, 2019). As it is agreed that the traditional instructional approaches are not influential and effective at all, the key of success is the innovation of educational approaches, methods, models and so on (Wang & Liu, 2018).…”

“…In particular, writing is mentioned as the most essential part of all courses such as, History, Science, and foreign language learning which is regarded as one of the most influential skills that is used for communicative purposes in the globalised world (Ekmekçi, 2017). Nowadays, EFL students have an inadequate performance in the writing process in the Turkish Cyprus context (Agustina & Nur, 2018;Dimililer & Kurt, 2019). Although writing is announced as the most essential piece of the courses, it is not easy to teach writing in the EFL Turkish Cypriot contexts as it is challenging to plan, produce, arrange, and deliver the thoughts through expressive messages (Al-Shaer, 2014;Dimililer & Kurt, 2019;Febrijanto, 2016;Koura & Zahran, 2017;Suyanto, 2015).…”