Abstract
Influenced by the widespread application of technology-assisted pedagogies in ESL/EFL teaching and learning, the effects of coupling collaborative writing (CW) with technology have captured the interests of language teachers and researchers in recent years. Various research topics have been examined, including students' interactions, writing quality, student revision, peer feedback, and group dynamics. Nonetheless, limited research has focused on assessing students' group work, and even fewer studies have explored the effects of different assessment methods used in technology-assisted CW. This research aims to address this gap. Built on the work of Zhang and Chen (2022), this study examines how two assessment methods—product-based vs. product-and-process based—compare with respect to students' collaboration and writing quality. The study spanned over 10 weeks, during which students experienced both product- and process-and-product-based assessments. The participants included 18 EFL students, with English proficiency ranging from intermediate to upper-intermediate levels. Data from the study included students’ co-authored writing, chat histories on Google Docs, journals, and interviews. The writing quality of students was assessed using a rubric, while thematic analysis was applied to analyse the remaining data. Preliminary analyses indicated that the process-and-product-based assessment fostered more interactions concerning task clarification, idea generation, structuring, and editing. Moreover, this assessment method led to better writing quality. Students showed a preference for the latter assessment practice, as it encouraged more interactions and scaffolding among students while constructing their shared writing. Drawn on these findings, the paper will offer and discuss implications for the L2 technology-assisted collaborative writing class.
Abstract Summary
Influenced by the widespread application of technology-assisted pedagogies in ESL/EFL teaching and learning, the effects of coupling collaborative writing (CW) with technology have captured the interests of language teachers and researchers in recent years. Various research topics have been examined, including students' interactions, writing quality, student revision, peer feedback, and group dynamics. Nonetheless, limited research has focused on assessing students' group work, and even fewer studies have explored the effects of different assessment methods used in technology-assisted CW. This research aims to address this gap.
Author Information
Ha Pham, FPT University, Hanoi, Vietnam
Shota Mukai, Hakuoh University, Japan
Lan Nguyen, FPT University, Hanoi, Vietnam
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