logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
7321 Parkway Drive South, Hanover, MD 21076, USA
Eurasian Society of Educational Research
Headquarters
7321 Parkway Drive South, Hanover, MD 21076, USA
collaborative strategy writing ability writing self efficacy

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

Helaluddin , Nurhayati , Nyayu Lulu Nadya , Gunawan Ismail , Muhammad Guntur , Arinah Fransori

This study explored the effects of collaborative writing strategies on students' writing skills and self-efficacy. The study used a mixed methods .

T

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.

Keywords: Collaborative strategy, writing ability, writing self-efficacy.

cloud_download PDF
Cite
Article Metrics
Views
685
Download
524
Citations
Crossref
2

Scopus
2

References

Arbabisarjou, A., Zare, S., Shahrakipour, M., & Ghoreishinia, G. (2016). Relationship between self-efficacy and academic achievement of Zahedan medical sciences students in 2016. International Journal of Medical Research & Health Sciences, 5(7), 349–353. https://bit.ly/3v23NBL

Bakla, A. (2020). A mixed-methods study of feedback modes in EFL writing. Language Learning and Technology, 24(1), 107–128.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychology Review, 84(2), 191–215. https://doi.org/10.1037/0033-295x.84.2.191

Bartimote-Aufflick, K., Bridgeman, A., Walker, R., Sharma, M., & Smith, L. (2016). The study, evaluation, and improvement of university student self-efficacy. Studies in Higher Education, 41(11), 1918–1942. https://doi.org/10.1080/03075079.2014.999319

Berdanier, C. G. P., & Lenart, J. B. (2020). So, you have to write a literature review: A guided workbook for engineers. The Institute of Electrical and Electronics Engineers Inc. https://doi.org/10.1002/9781119555063.ch3

Blankenstein, F. M. V., Saab, N., van der Rijst, R. M., Danel, M. S., Bakker-van den Berg, A. S., & van den Broek, P. W. (2019). How do self-efficacy beliefs for academic writing and collaboration and intrinsic motivation for academic writing and research develop during an undergraduate research project? Educational Studies, 45(2), 209–225. https://doi.org/10.1080/03055698.2018.1446326

Bokiev, D., & Ismail, L. (2021). Malaysian ESL teachers’ beliefs and practices regarding the use of music and songs in second language teaching. The Qualitative Report, 26(5), 1497–1521. https://doi.org/10.46743/2160-3715/2021.4350

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. https://doi.org/10.1191/1478088706qp063oa

Bruning, R., & Kauffman, D. F. (2016). Self-efficacy beliefs and motivation in writing development. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 160-173). Guilford Publication.

Brunning, R. H., Schraw, G. J., Norby, M. M., & Ronning, R. (2004). Cognitive psychology and instruction. Meril Prentice Hall.

Carlson, J. A. (2010). Avoiding traps in member checking. The Qualitative Report, 15(5), 1102–1113. https://doi.org/10.46743/2160-3715/2010.1332

Conner, A., & Moulton, M. R. (2000). Motivating middle school students to revise and edit. English Journal, 90, 72–79. https://doi.org/10.2307/821735

Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches. Sage.

Creswell, J. W., Clark, P., Gutmann, V. L., & Hanson, W. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), Handbook on mixed methods in the behavioral and social sciences (pp. 209–240). Sage.

Creswell, J. W., & Plano-Clark, V. L. (2007). Designing and conducting mixed methods research. Sage.

Dabao, A. F. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing, 21(1), 40–58. https://doi.org/10.1016/j.jslw.2011.12.002

Daniels, S., McCurdy, M., Whitshitt, L., Skinner, C. J., Schwartz-micheaux, J., & White, J. (2019). Evaluating the effects of a writing self-efficacy intervention on writing quantity in middle school students. Reading & Writing Quarterly, 36(1), 48–64. https://doi.org/10.1080/10573569.2019.1618226

Diseth, A., Danielsen, A. G., & Samdal, O. (2012). A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students. Educational Psychology, 32(3), 335–354. https://doi.org/10.1080/01443410.2012.657159

Ebadi, S., & Rahimi, M. (2017). Exploring the impact of online peer-editing using google docs on EFL learners’ academic writing skills: A mixed methods study. Computer Assisted Language Learning, 787–815. https://doi.org/10.1080/09588221.2017.1363056

Ebadi, S., & Rahimi, M. (2018). An exploration into the impact of webquest-based classroom on EFL leraners’ critical thinking and academic writing skills: A mixed-methods study. Computer Assisted Language Learning, 31(5), 1–35. https://doi.org/10.1080/09588221.2018.14497757

Elola, I., & Oskoz, A. (2010). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14(3), 153–173. https://doi.org/10.1016/j.jslw.2005.05.002

Erdogen, V. (2019). Integrating 4c skills of 21st century into 4 language skills in EFL classes. International Journal of Education and Research, 7(11), 113–124.

Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL learners’ writing skills: Problems, factors and suggestions. Journal of Education and Social Sciences, 4(2), 81–92. https://doi.org/10.20647/jess0421604201

Graham, S., Hebert, M., & Paige, M. (2016). Assessing writers: Application of generalizability theory. Learning Disability Quarterly, 39(2), 72–82. https://doi.org/10.1177/0731948714555019

Grenner, E., Johansson, V., van de Weijer, J., & Sahlén, B. (2021). Effects of intervention on self-efficacy and text quality in elementary school students’ narrative writing. Logopedics Phoniatrics Vocology, 46(1), 1–10. https://doi.org/10.1080/14015439.2019.1709539

Guthrie, K. H. (2019). “Nothing is ever easy”: Parent perceptions of intensity in their gifted adolescent children. The Qualitative Report, 24(8), 2080–2101. https://doi.org/10.46743/2160-3715/2019.3598

Hamdu, G., Muiz, D. A., & Silma, G. (2020). 4c’s skills performance assessment in stem learning in elementary school. Universal Journal of Educational Research, 8(12), 7668–7675. https://doi.org/10.13189/ujer.2020.082553

Harahsheh, A. (2017). Perceived self efficacy and its relationship to achievement motivation among parallel program students at Prince Sattam university. International Journal of Psychological Studies, 9(3), 21–34. https://doi.org/10.5539/ijps.v9n3p21

Heidar, D. M. (2016). ZPD-assisted intervention via web 2.0 and listening comprehension ability. English for Specific Purpose World, 17(4), 1–17.

Helaluddin, H., Al Aqad, M. H., Wijaya, H., Anwar, J., Nadya, N. L., & Syafryadin, S. (2021). Development and validation of academic writing textbook based on process genre approach for university students. Al-Ishlah: Jurnal Pendidikan, 13(2), 1068–1079. https://doi.org/10.35445/alishlah.v13i2.766

Hetthong, R., & Teo, A. (2013). Does writing self-efficacy correlate with and predict writing performance? International Journal of Applied Linguistics and English Literature, 2(1), 157–167. https://doi.org/10.7575/ijalel.v.2n.1p.157

Hosseini, M. S., Bavali, M., & Rezvani, R. (2020). Wiki-based collaborative writing in EFL classrooms: Fluency and learners’ attitudes in focus. Cogent Arts and Humanities, 7(1), Article 1826649. https://doi.org/10.1080/23311983.2020.1826649

Jalaluddin, I. (2013). Predicting writing performance outcome via writing self-efficacy and implication on L2 tertiary learners in Malaysia. World Applied Sciences Journal, 26(5), 643–652. https://www.idosi.org/wasj/wasj.htm

Kavanoz, S., & Yuksel, H. G. (2016). Developing and validating a self-efficacy scale for scholarly writing in English. International Online Journal of Educational Sciences, 8(2), 71–82. https://bit.ly/3BN6OKd

Kazazoglu, S. (2020). Is printed-text the best choice? A mixed-method case study on reading comprehension. Journal of Language and Linguistic Studies, 16(1), 458–473. https://doi.org/10.17263/JLLS.712879

Khojasteh, L., Shokrpour, N., & Afrasiabi, M. (2016). The relationship between writing self-efficacy and writing performance of Iranian EFL students. International Journal of Applied Linguistics and English Literature, 5(4), 29–37. https://doi.org/10.7575/aiac.ijalel.v.5n.4p.29

Kieser, A. L., & Golden, F. O. (2009). Using online office applications. Distance Learning, 6(1), 41–46. https://l24.im/1XgTcBj

Lazonder, A. W. (2005). Do two heads search better than one? Effects of student collaboration on web search behaviour and search outcomes. British Journal of Educational Technology, 36(3), 465–475. https://doi.org/10.1111/j.1467-8535.2005.00478.x

Lee, Y., & Reid, M. (2016). The role of self-efficacy in reading achievement of young children in urban schools. Child and Adolescent Social Work Journal, 33(1), 79–89. https://doi.org/10.1007/s10560-015-0404-6

Leeming, P. (2017). A longitudinal investigation into English speaking self-efficacy in a Japanese language classroom. Leeming Asian-Pasific Journal of Second and Foreign Language Education, 2(12), 1–18. https://doi.org/10.1186/s40862-017-0035-x

Li, M. (2013). Individual novices and collective experts: Collective scaffolding in wiki-based small group writing. System, 41(3), 752–769. https://doi.org/10.1016/j.system.2013.07.021

Lin, O. P., & Maarof, N. (2013). Collaborative writing in summary writing: Student perceptions and problems. Procedia - Social and Behavioral Sciences, 90, 599–606. https://doi.org/10.1016/j.sbspro.2013.07.131

Lindsey, H. L. (2017). Self-efficacy, student engagement, and student learning in introductory statistics. Montana State University.

Liu, J., & Sadler, R. W. (2003). The effects and affect of peer review in electronic versus traditional modes on L2 writing. Journal of English for Academic Purposes, 2(3), 193-227. https://doi.org/10.1016/S1475-1585(03)00025-0

Lowry, P. B., Curtis, A., & Lowry, M. R. (2004). Building a taxonomy and nomenclature of collaborative writing to improve interdisciplinary research and practice. Journal of Business Communication, 41(1), 66–99. https://doi.org/10.1177/0021943603259363

Lundstrom, K., & Baker, W. (2009). To give is better than to receive: The benefits of peer review to the reviewer’s own writing. Journal of Second Language Writing, 18, 30–43. https://doi.org/10.1016/j.jslw.2008.06.002

Meza, P., & González, M. (2020). Construction and validation of the self-efficacy scale for disciplinary academic writing. Cogent Education, 7(1), 1–31. https://doi.org/10.1080/2331186X.2020.1830464

Min, H. T. (2006). The effect of trained peer review on EFL students’ revision types and writing quality. Journal of Second Language Writing, 15, 118–141. https://doi.org/10.1016/j.jslw.2006.01.003

Morse, J. M., Barret, M., Mayan, M., Olson, K., & Spiers, J. (2002). Verification strategies for establishing reliability and validity in qualitative research. International Journal of Qualitative Methods, 1(2), 1–9. https://doi.org/10.1177/160940690200100202

Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16, 1–13. https://doi.org/10.1177/1609406917733847

Ong, J. (2015). Do individual differences matter to learners’ writing ability? The Asian Journal of Applied Linguistics, 2(2), 129–139. https://l24.im/pWu 

Oshima, A., & Hogue, A. (2006). Writing academic English. Pearson Longman.

Pajares, F. (2003). Self-efficacy beliefs, motivation and achievement in writing: A review of the literature. Reading and Writing Quarterly, 19(2), 139–158. https://doi.org/10.1080/10573560308222

Pajares, F., & Valiante, G. (1999). Grade level and gender differences in the writing self-beliefs of middle school students. Contemporary Educational Psychology, 24(4), 390–405. https://doi.org/10.1006/ceps.1998.0995

Panou, D. (2013). Writing Assessment in the Greek school of foreign language. Journal of Language Teaching & Research, 4(4), 649–654. https://doi.org/10.4304/jltr.4.4.649-654

Park, E., Yi, Y., & Jang, J. (2021). Mix-methods research in second language writing: A systematic research synthesis. Journal of Language and Linguistic Studies, 17(1), 570–579. https://www.jlls.org/index.php/jlls/index

Popa, D., Repanovici, A., Lupu, D., Norel, M., & Coman, C. (2020). Using mixed methods to understand teaching and learning in COVID-19 times. Sustainability, 12(20), Article 8726. https://doi.org/10.3390/su12208726

Prat-Sala, M., & Redford, P. (2012). Writing essays: Does self-efficacy matters? The relationship between self-efficacy in reading and writing and undergraduate students’ performance in essay writing. Educational Psychology, 32(1), 9–20. https://doi.org/10.1080/01443410.2011.621411

Putarek, V., & Pavlin-Bernardic, N. (2020). The role of self-efficacy for self-regulated learning, achievement goals, and engagement in academic cheating. European Journal of Psychology of Education, 35, 647–671. https://doi.org/10.1007/s10212-019-00443-7

Quweneel, E., Schaufeli, W. B., & Blance, P. M. L. (2013). Believe, and you will achieve: Changes over time in self-efficacy, engagement, and performance. Applied Psychology: Health and Wellbeing, 5(2), 225–247. https://doi.org/10.1111/aphw.12008

Rahimi, A., & Abedini, A. (2009). The interface between EFL learners’ self-efficacy concering listening comprehension and listening proficiency. Novitas-Royal, 3(1), 14–28. https://dergipark.org.tr/en/pub/novroy

Ramon-Casas, M., Nuno, N., Pons, F., & Cunillera, T. (2018). The different impact of a structured peer-assessment task in relation to university undergraduates’ initial writing skills. Assessment & Evaluation in Higher Education, 44(5), 653–663. https://doi.org/10.1080/02602938.2018.1525337

Rante, S. V. N., Helaluddin, H., Wijaya, H., Tulak, H., & Umrati, U. (2020). Far from expectation: A systematic literature review of inclusive education in Indonesia. Universal Journal of Educational Research, 8(11B), 6340–6350. https://doi.org/10.13189/ujer.2020.082273

Rayner, G., Papakonstantinou, T., & Gleadow, R. (2016). Comparing the self-efficacy and writing-related abilities of native and non-native English-speaking students. Cogent Education, 3(1), Article 1179164. https://doi.org/10.1080/2331186X.2016.1179164

Razek, N., & Coyner, S. C. (2014). Impact of self-efficacy on Saudi students’ college performance. Academy of Educational Leadership Journal, 18(4), 85–96. https://l24.im/0mLQu

Riazi, A. M., & Candlin, C. N. (2014). Mix-methods research in language teaching and learning: Opportunities, issues and challenges. Language Teaching, 47(2), 135–173. https://doi.org/10.1017/S0261444813000505

Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387. https://doi.org/10.1037/010026838

Sagone, E., & De Caroli, M. E. (2016). “Yes … I can”: Psychological resilience and self-efficacy in adolescents. International Journal of Developmental and Educational Psychology, 1(1), 141–148. https://bit.ly/3hwIsgV

Sari, F. P. N. (2021). An investigation of learners’ writing self-efficacy and risk taking in writing. International Journal of Research and Review, 8(9), 92–98. https://doi.org/10.52403/ijrr.20210913

Shell, D. F., Colvin, C., & Bruning, R. H. (1989). Self-efficacy, attribution, and outcome expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences. Journal of Educational Psychology, 87(3), 386–398. https://doi.org/10.1037/0022-0603.87.3.386

Smith, B. L., & MacGregor, J. T. (2009). What is collaborative learning? National Center on Post Secondary Teaching, Learning and Assessment at Pennsylvania State University.

Smith, R. O. (2005). Working with difference in online collaborative approach. Adult Education Quarterly, 55(3), 182–199. https://doi.org/10.1177%2F0741713605274627

Storch, N. (2011). Collaborative writing in L2 contexts: Processes, outcomes, and future directions. Annual Review of Applied Linguistics, 31, 275–288. https://doi.org/10.1017/S0267190511000079

Storch, N. (2013). Collaborative writing in L2 classrooms. Multilingual Matters. https://doi.org/10.21832/9781847699954

Supartini, T., Weismann, I. T. J., Wijaya, H., & Helaluddin. (2020). Development of learning methods through songs and movements to improve children’s cognitive and psychomotor aspects. European Journal of Educational Research, 9(4), 1615–1633. https://doi.org/10.12973/eu-jer.9.4.1615

Suwantarathip, O., & Wichadee, S. (2014). The effects of collaborative writing activity using google docs on students’ writing abilities. Turkish Online Journal of Educational Technology, 13(2), 148–156. https://l24.im/kqUL

Talib, T., & Cheung, Y. I. N. L. (2017). Collaborative writing in classroom instruction: A synthesis of recent research. The English Teacher, 46(2), 43–57. https://melta.org.my/journals/

Teng, L. S., Sun, P. P., & Xu, L. (2018). Conceptualizing writing self-efficacy in English as a foreign language context: Scale validation through structural equation modeling. TESOL Quarterly, 52(4), 911–942. https://doi.org/10.1002/tesq.432

Toprak, Z., & Yucel, V. (2020). A peculiar practice of academic writing: Epidemic writing in the Turkish graduate education. Cogent Education, 7(1), Article 1774098. https://doi.org/10.1080/2331186X.2020.1774098

Tsao, J. J. (2021). Effects of EFL Learners’ L2 writing self-efficacy on engagement with written corrective feedback. Asia-Pacific Education Researcher, 30(6), 575–584. https://doi.org/10.1007/s40299-021-00591-9

Veramuthu, P., & Md Shah, P. (2020). Effectiveness of collaborative writing among secondary school students in an ESL classroom. Creative Education, 11(1), 54–67. https://doi.org/10.4236/ce.2020.111004

Wang, L. (2007). Sociocultural learning theories and information literacy teaching activities in higher education. Reference & User Service Quarterly, 47(2), 149–158. https://doi.org/10.5860/rusq.47n2.149

Widmer, M. A., Duerden, M. D., & Taniguchi, S. T. (2014). Increasing and generalizing self-efficacy. Journal of Leisure Research, 46(2), 165–183. https://doi.org/10.1080/00222216.2014.11950318

Wilson, F., Child, S., & Suto, I. (2017). Assessing the transition between school and university: Differences in assessment between a level and university in English. Arts and Humanities in Higher Education, 162(2), 180–208. https://doi.org/10.1177/1474022216628302

Winarti, W., Cahyono, B. Y., Mukminatien, N., & El Khoiri, N. E. (2021). Collaborative writing using process writing approach: The effect of group size and personality types. International Journal of Instruction, 14(4), 391–410. https://doi.org/10.29333/iji.2021.14423a

Wu, W.-C. V., Yang, J. C., Hsieh, J. S., & Yamamoto, T. (2019). Free from demotivation in EFL writing: The use of online flipped writing instruction. Computer Assisted Language Learning, 33(4), 1–35. https://doi.org/10.1080/09588221.2019.1567556

Zamfir, A. M., & Mocano, C. (2020). Perceived academic self-efficacy among Romanian upper secondary education students. International Journal of Environmental Research and Public Health, 17(13), Article 4689. https://doi.org/10.3390/ijerph17134689

Zumbrunn, S., Broda, M., Varier, D., & Conklin, S. (2019). Examining the multidimensional role of self-efficacy for writing on student writing self-regulation and grades in elementary and high school. British Journal of Educational Psychology, 90(3), 580–603. https://doi.org/10.1111/bjep.12315

...