The Use of Collaborative Strategies to Improve Students' Writing Ability and Self-Efficacy: A Mixed Method Study

Abstract

<p style="text-align: justify;">This study explored the effects of collaborative writing strategies on students' writing skills and self-efficacy. The study used a mixed methods design combining quantitative and qualitative approaches. Several instruments were used in data collection, including questionnaires, writing tests, writing assessment rubrics, and semi-structured interviews. The participants were randomly divided into two groups: the experimental group and the control group, which comprised 62 students. Data from the questionnaire and writing tests were analyzed using one-way MANOVA and MANCOVA tests, while interview data were explored using thematic analysis techniques. Participants were randomly divided into two groups: the experimental group and the control group. The results showed that collaborative writing strategies could improve students' writing skills and self-efficacy. Moreover, the qualitative results showed that most students responded positively to using these strategies to improve their writing skills and self-efficacy.</p>

An Exploration into the Impact of Flipped Classroom Model on Cadets’ Problem-Solving Skills: A Mix Method Study

“…In addition to the member-checking technique, researchers also use peer review techniques to determine the credibility of the qualitative data in this study. This technique is a common technique used by researchers by involving other researchers in analyzing research findings (Helaluddin, Nurhayati, et al, 2023;Mendelsohn, 1977;Ragone et al, 2011). This peer engagement aims to minimize and avoid bias and subjectivity in research (Hirschauer, 2010;Smith, 2006).…”

“…If it is related to the characteristics of Generation Z, technology in learning must be used to improve 21st-century skills (H. O. K. Ahmed, 2016;S.-C. Yang et al, 2019). The characteristics of students who are very close to technology are determining factors in implementing learning with technology (Helaluddin, Nurhayati, et al, 2023;Karabulut-Ilgu et al, 2018;C. C. R. Yang, 2017).…”