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PUPILS’ PERCEPTIONS ON COLLABORATIVE WRITING INTERVENTION
Corresponding Author(s) : Fatin Khairani Khairul’Azam
Humanities & Social Sciences Reviews,
Vol. 7 No. 6 (2019): November
Abstract
Purpose of the study: The purpose of this study is to identify students’ perceptions of the effect of collaborative writing intervention on Form 1 pupils’ writing skills.
Methodology: A quasi-experimental design was employed involving30 Form 1 pupil from a secondary school in Pasir Gudang, Johor, Malaysia. All participants responded to a survey prior to the collaborative writing intervention and after the intervention.
Main Findings: The findings showed an increase in the scores for perception on the effectiveness of collaborative writing intervention; indicating that through collaborative writing practices, students’ writing could be improved.
Implications of this study: The study implies that teachers should incorporate collaborative writing in teaching students to write as students perceived it positively. It implies that it may be an effective way to improve students’ writing.
Novelty/Originality of this study: Most studies have focused on the use of technology in collaborative writing. This study, however, focuses on the collaborative intervention cycle in the classroom that supports the process of learning to write.
Keywords
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- Abdulahi, A., Jalil, B., Lumpur, K., Samadi, M. B., &Gharleghi, B. (2014). A Study on the Negative Effects of Social Networking Sites Such as Facebook among Asia Pacific University Scholars in Malaysia. International Journal of Business and Social Science, 5(10), 133–145.
- Ali, A. D. (2016). Effectiveness of Using Screencast Feedback on EFL Students’ Writing and Perception. English Language Teaching, 9(8), 106. https://doi.org/10.5539/elt.v9n8p106 DOI: https://doi.org/10.5539/elt.v9n8p106
- AYDIN, B. (2017). The Effect of Mental Imaging Technique on Idiom Comprehension in EFL Learners. International Journal of Languages’ Education, 1(Volume 5 Issue 4), 201–212. https://doi.org/10.18298/ijlet.2113 DOI: https://doi.org/10.18298/ijlet.2113
- BaÅ¡ić, M., Milojević, M., Mitić, D., &Cvetković, J. (2010). EtiÄkiaspekti u oblastiasistiranereprodukcije. Acta FacultatisMedicaeNaissensis, 27(3), 171–178.
- Biria, R., & Jafari, S. (2013). The Impact of Collaborative Writing on the Writing Fluency of Iranian EFL Learners. Journal of Language Teaching and Research, 4(1), 164–175. https://doi.org/10.4304/jltr.4.1.164-175 DOI: https://doi.org/10.4304/jltr.4.1.164-175
- Bustamante, A., &Eom, M. (2017). Linguistically Diverse Students’ Attitudes toward Writing in English. Texas Journal of Literacy Education, 5(1), 44–56. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1147642&site=ehost-live
- Castello, D. (2015). First Language Acquisition and Classroom Language Learning: Similarities and Differences. ELAL College of Arts & Law, (May), 1–18.
- Challob, A. I., Bakar, N. A., & Latif, H. (2016). Collaborative Blended Learning Writing Environment: Effects on EFL Students’ Writing Apprehension and Writing Performance. English Language Teaching, 9(6), 229. https://doi.org/10.5539/elt.v9n6p229 DOI: https://doi.org/10.5539/elt.v9n6p229
- Deveci, T. (2018). Student perceptions of collaborative writing in a project-based course. Universal Journal of Educational Research, 6(4), 721–732. https://doi.org/10.13189/ujer.2018.060415 DOI: https://doi.org/10.13189/ujer.2018.060415
- Dien et al., 2013. (2008). åŸºå› çš„æ”¹å˜NIH Public Access. Bone, 23(1), 1–7. https://doi.org/10.1038/jid.2014.371 DOI: https://doi.org/10.1038/jid.2014.371
- Du, F. (2018). Comparing Students’ Perceptions and Their Writing Performance on Collaborative writing: A Case Study. English Language Teaching, 11(12), 131. https://doi.org/10.5539/elt.v11n12p131 DOI: https://doi.org/10.5539/elt.v11n12p131
- Erward G Carmines. (n.d.). CAE Fall 2019 Reliability and validity assessment.pdf.(n.d.)
- Evaluating the face and content validity of a Teaching and Learning Guiding Principles Instrument (TLGPI): A prospective study of Malaysian teacher educators. (2016). Geografia: Malaysian Journal of Society & Space, 12(3), 11–21.
- Firestone, C., & Scholl, B. J. (2015). Cognition does not affect perception: Evaluating the evidence for top-down effects. Behavioral and Brain Sciences, 39(2016). https://doi.org/10.1017/S0140525X15000965 DOI: https://doi.org/10.1017/S0140525X15000965
- Ghabool, N., Mariadass, M. E. A., &Kashef, S. H. (2012). Investigating Malaysian ESL Students’ Writing Problems on Conventions, Punctuation, and Language Use at Secondary School Level. Journal of Studies in Education, 2(3), 130–143. https://doi.org/10.5296/jse.v2i3.1892 DOI: https://doi.org/10.5296/jse.v2i3.1892
- Griffiths, C. (2007). Language learning strategies: Students’ and teachers’ perceptions. ELT Journal, 61(2), 91–99. https://doi.org/10.1093/elt/ccm001 DOI: https://doi.org/10.1093/elt/ccm001
- Guzmán Gámez, D. Y., & Moreno Cuellar, J. A. (2019). The use of plotagon to enhance the english writing skill in secondary school students. Profile: Issues in Teachers’ Professional Development, 21(1), 139–153. https://doi.org/10.15446/profile.v21n1.71721 DOI: https://doi.org/10.15446/profile.v21n1.71721
- Habibi, A. (2017). Students’ Perception on Writing Problems: A Survey at One Islamic University in Jambi. Ta’dib, 22(1), 96–108.
- He, H. (2016). A survey of EFL college learners’ perceptions of an on-line writing program. International Journal of Emerging Technologies in Learning, 11(4), 11–15. https://doi.org/10.3991/ijet.v11i04.5459 DOI: https://doi.org/10.3991/ijet.v11i04.5459
- Ibrahim Mohamed Alfaki. (2015). University Students’ English Writing Problems: Diagnosis and Remedy. International Journal of English Language Teaching. Published by European Centre for Research Training and Development UK (Www.Eajournals.Org), 3(3), 40–52. Retrieved from http://www.eajournals.org/wp-content/uploads/University-Students----English-Writing-Problems-Diagnosis-and-Remedy.pdf
- Iyer, R. D. (2017). Developing and validating a questionnaire to measure some factors of school culture: A psychometric process. Prabandhan: Indian Journal of Management, 10(11), 7–18. https://doi.org/10.17010/pijom/2017/v10i11/119397 DOI: https://doi.org/10.17010/pijom/2017/v10i11/119397
- Jelodar, Z. Y., & Farvardin, M. T. (2019). Effects of collaborative tasks on EFL learners’ writing productions. International Journal of Instruction, 12(1), 389–406. https://doi.org/10.29333/iji.2019.12126a DOI: https://doi.org/10.29333/iji.2019.12126a
- Lai, C., Lei, C., & Liu, Y. (2016). The nature of collaboration and perceived learning in wiki-based collaborative writing. Australasian Journal of Educational Technology, 32(3), 80–95. https://doi.org/10.14742/ajet.2586 DOI: https://doi.org/10.14742/ajet.2586
- Liu, C. L. (2015). A Review of Effect of Different Tasks on Incidental Vocabulary Acquisition. Higher Education Studies, 5(5), 56–63. https://doi.org/10.5539/hes.v5n5p56 DOI: https://doi.org/10.5539/hes.v5n5p56
- Lu, J., & Law, N. (2012). Online peer assessment: Effects of cognitive and affective feedback. Instructional Science, 40(2), 257–275. https://doi.org/10.1007/s11251-011-9177-2 DOI: https://doi.org/10.1007/s11251-011-9177-2
- MacKay, T. (2003). Gee’s Theory of D/discourse and Research in Teaching English as a Second Language: Implications for the Mainstream. Retrieved on January. Retrieved from http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Gee’s+Theory+of+D/discourse+and+Research+in+Teaching+English+as+a+Second+Language:+Implictions+for+the+Mainstream#0
- Manjet Kaur Mehar Singh. (2015). International Graduate Students’ Academic Writing Practices in Malaysia: Challenges and Solutions. Journal of International Students, 5(1), 2166–3750. Retrieved from http://jistudents.org/ DOI: https://doi.org/10.32674/jis.v5i1.439
- Masuwai, A., Tajudin, M., & Saad, N. S. (2016). Evaluating the face and content validity of a Teaching and Learning Guiding Principles Instrument (TLGPI): A perspective study of Malaysian teacher educators. Geografia - Malaysian Journal of Society and Space, 12(3), 11–21.
- Milena, A., Luna, R., Jorge, U., Lozano, T., Salle, U. D. La, Stella, L., & Ortiz, H. (2013). Collaborative Writing to Enhance Academic Writing Development Through Project Work La escrituracolaborativa para incrementar el desarrollo de la escrituraacadémica a través del trabajo por proyectos. A Colombian Journal for Teachers of English, 20, 130–148.)
- Mohajan, H. K. (2017). Two Criteria for Good Measurements in Research: Validity and Reliability. Annals of SpiruHaret University. Economic Series, 17(4), 59–82. https://doi.org/10.26458/1746 DOI: https://doi.org/10.26458/1746
- Nair, S. M., & Sanai, M. (2018). Effects of utilizing the stad method (Cooperative learning approach) in enhancing students’ descriptive writing skills. International Journal of Education and Practice, 6(4), 239–252. https://doi.org/10.18488/journal.61.2018.64.239.252 DOI: https://doi.org/10.18488/journal.61.2018.64.239.252
- Rbuiaee, A. A. M., Bakar, N. A., &Darus, S. (2015). Collaborative Writing: A Review of Definitions From Past Studies. SOLLs.INTEC 2015 Proceedings Collaborative, (January), 138–149.
- Rex, L. A., Murnen, T. J., Hobbs, J., &McEachen, D. (2002). Teachers’ pedagogical stories and the shaping of classroom participation: “The dancer†and “graveyard shift at the 7-11.†American Educational Research Journal, 39(3), 765–796. https://doi.org/10.3102/00028312039003765 DOI: https://doi.org/10.3102/00028312039003765
- Rezaei, H., Emoto, M., &Mukaidono, M. (2006). B µ ´ u µ B µ ´ u µ. 10(6), 946–953. https://doi.org/10.20965/jaciii.2006.p0946 DOI: https://doi.org/10.20965/jaciii.2006.p0946
- Rollins, A., &Lillivis, K. (2018). When Rubrics Need Revision: A Collaboration between STEM Faculty and the Writing Center. Composition Forum, 40.
- Schrank, T. P. (2016). The Cognitive Impact of Past Behavior: Influences on Beliefs, Attitudes, and Future Behavioral Decisions Dolores. 79(1), 95–121.
- Shabani, K., Khatib, M., &Ebadi, S. (2010). Vygotsky’s Zone of Proximal Development: Instructional Implications and Teachers’ Professional Development. English Language Teaching, 3(4), 237–248. https://doi.org/10.5539/elt.v3n4p237 DOI: https://doi.org/10.5539/elt.v3n4p237
- Smagorinsky, P. (2013). What Does Vygotsky Provide for the Language Arts Teacher? Language Arts, 90(3), 192–204.
- Street, B. (2003). What’s “new†in New Literacy Studies?: Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, 5(2), 77–91. https://doi.org/10.1016/j.socscimed.2011.02.026 DOI: https://doi.org/10.1016/j.socscimed.2011.02.026
- Studies, L., International, A., & Centre, A. (2015). Languaging and Writing Skills: The Effect of Collaborative Writing on EFL Students’ Writing Performance. Advances in Language and Literary Studies, 6(1). https://doi.org/10.7575/aiac.alls.v.6n.1p.203 DOI: https://doi.org/10.7575/aiac.alls.v.6n.1p.203
- 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
- Taherdoost, H. (2018). Validity and Reliability of the Research Instrument; How to Test the Validation of a Questionnaire/Survey in a Research. SSRN Electronic Journal, 5(3), 28–36. https://doi.org/10.2139/ssrn.3205040 DOI: https://doi.org/10.2139/ssrn.3205040
- Tai, H.-C. (2016). Effects of Collaborative Online Learning on EFL Learners’ Writing Performance and Self-efficacy. English Language Teaching, 9(5), 119. https://doi.org/10.5539/elt.v9n5p119 DOI: https://doi.org/10.5539/elt.v9n5p119
- Talib, T., & Cheung, Y. L. (2017). Collaborative Writing in Classroom Instruction: A Synthesis of Recent Research. The English Teacher, 46(2), 43–57.
- Torres-Velásquez, D. (2000). Sociocultural Theory. Remedial and Special Education, 21(2), 66–69. https://doi.org/10.1177/074193250002100201 DOI: https://doi.org/10.1177/074193250002100201
- Yastıbaş, G. Ç., &Yastıbaş, A. E. (2015). The Effect of Peer Feedback on Writing Anxiety in Turkish EFL (English as a Foreign Language) Students. Procedia - Social and Behavioral Sciences, 199, 530–538. https://doi.org/10.1016/j.sbspro.2015.07.543 DOI: https://doi.org/10.1016/j.sbspro.2015.07.543
- Yean, T. F., Johari, J., &Sukery, A. F. M. (2015). The influence of attitude, subjective norms, and perceived behavioral control on the intention to return to work: A case of socio's insured employees. Kajian Malaysia, 33, 141–154.
- å¼ æ•çµ. (2015). No Titleåæ ‡è®°å¦ä¹ ç ”ç©¶ç»¼è¿°. æ•°æ®é‡‡é›†ä¸Žå¤„ç†, 1(30), 77–87. https://doi.org/10.1024/0301-1526.30.1.77 DOI: https://doi.org/10.1024/0301-1526.30.1.77
References
Abdulahi, A., Jalil, B., Lumpur, K., Samadi, M. B., &Gharleghi, B. (2014). A Study on the Negative Effects of Social Networking Sites Such as Facebook among Asia Pacific University Scholars in Malaysia. International Journal of Business and Social Science, 5(10), 133–145.
Ali, A. D. (2016). Effectiveness of Using Screencast Feedback on EFL Students’ Writing and Perception. English Language Teaching, 9(8), 106. https://doi.org/10.5539/elt.v9n8p106 DOI: https://doi.org/10.5539/elt.v9n8p106
AYDIN, B. (2017). The Effect of Mental Imaging Technique on Idiom Comprehension in EFL Learners. International Journal of Languages’ Education, 1(Volume 5 Issue 4), 201–212. https://doi.org/10.18298/ijlet.2113 DOI: https://doi.org/10.18298/ijlet.2113
BaÅ¡ić, M., Milojević, M., Mitić, D., &Cvetković, J. (2010). EtiÄkiaspekti u oblastiasistiranereprodukcije. Acta FacultatisMedicaeNaissensis, 27(3), 171–178.
Biria, R., & Jafari, S. (2013). The Impact of Collaborative Writing on the Writing Fluency of Iranian EFL Learners. Journal of Language Teaching and Research, 4(1), 164–175. https://doi.org/10.4304/jltr.4.1.164-175 DOI: https://doi.org/10.4304/jltr.4.1.164-175
Bustamante, A., &Eom, M. (2017). Linguistically Diverse Students’ Attitudes toward Writing in English. Texas Journal of Literacy Education, 5(1), 44–56. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1147642&site=ehost-live
Castello, D. (2015). First Language Acquisition and Classroom Language Learning: Similarities and Differences. ELAL College of Arts & Law, (May), 1–18.
Challob, A. I., Bakar, N. A., & Latif, H. (2016). Collaborative Blended Learning Writing Environment: Effects on EFL Students’ Writing Apprehension and Writing Performance. English Language Teaching, 9(6), 229. https://doi.org/10.5539/elt.v9n6p229 DOI: https://doi.org/10.5539/elt.v9n6p229
Deveci, T. (2018). Student perceptions of collaborative writing in a project-based course. Universal Journal of Educational Research, 6(4), 721–732. https://doi.org/10.13189/ujer.2018.060415 DOI: https://doi.org/10.13189/ujer.2018.060415
Dien et al., 2013. (2008). åŸºå› çš„æ”¹å˜NIH Public Access. Bone, 23(1), 1–7. https://doi.org/10.1038/jid.2014.371 DOI: https://doi.org/10.1038/jid.2014.371
Du, F. (2018). Comparing Students’ Perceptions and Their Writing Performance on Collaborative writing: A Case Study. English Language Teaching, 11(12), 131. https://doi.org/10.5539/elt.v11n12p131 DOI: https://doi.org/10.5539/elt.v11n12p131
Erward G Carmines. (n.d.). CAE Fall 2019 Reliability and validity assessment.pdf.(n.d.)
Evaluating the face and content validity of a Teaching and Learning Guiding Principles Instrument (TLGPI): A prospective study of Malaysian teacher educators. (2016). Geografia: Malaysian Journal of Society & Space, 12(3), 11–21.
Firestone, C., & Scholl, B. J. (2015). Cognition does not affect perception: Evaluating the evidence for top-down effects. Behavioral and Brain Sciences, 39(2016). https://doi.org/10.1017/S0140525X15000965 DOI: https://doi.org/10.1017/S0140525X15000965
Ghabool, N., Mariadass, M. E. A., &Kashef, S. H. (2012). Investigating Malaysian ESL Students’ Writing Problems on Conventions, Punctuation, and Language Use at Secondary School Level. Journal of Studies in Education, 2(3), 130–143. https://doi.org/10.5296/jse.v2i3.1892 DOI: https://doi.org/10.5296/jse.v2i3.1892
Griffiths, C. (2007). Language learning strategies: Students’ and teachers’ perceptions. ELT Journal, 61(2), 91–99. https://doi.org/10.1093/elt/ccm001 DOI: https://doi.org/10.1093/elt/ccm001
Guzmán Gámez, D. Y., & Moreno Cuellar, J. A. (2019). The use of plotagon to enhance the english writing skill in secondary school students. Profile: Issues in Teachers’ Professional Development, 21(1), 139–153. https://doi.org/10.15446/profile.v21n1.71721 DOI: https://doi.org/10.15446/profile.v21n1.71721
Habibi, A. (2017). Students’ Perception on Writing Problems: A Survey at One Islamic University in Jambi. Ta’dib, 22(1), 96–108.
He, H. (2016). A survey of EFL college learners’ perceptions of an on-line writing program. International Journal of Emerging Technologies in Learning, 11(4), 11–15. https://doi.org/10.3991/ijet.v11i04.5459 DOI: https://doi.org/10.3991/ijet.v11i04.5459
Ibrahim Mohamed Alfaki. (2015). University Students’ English Writing Problems: Diagnosis and Remedy. International Journal of English Language Teaching. Published by European Centre for Research Training and Development UK (Www.Eajournals.Org), 3(3), 40–52. Retrieved from http://www.eajournals.org/wp-content/uploads/University-Students----English-Writing-Problems-Diagnosis-and-Remedy.pdf
Iyer, R. D. (2017). Developing and validating a questionnaire to measure some factors of school culture: A psychometric process. Prabandhan: Indian Journal of Management, 10(11), 7–18. https://doi.org/10.17010/pijom/2017/v10i11/119397 DOI: https://doi.org/10.17010/pijom/2017/v10i11/119397
Jelodar, Z. Y., & Farvardin, M. T. (2019). Effects of collaborative tasks on EFL learners’ writing productions. International Journal of Instruction, 12(1), 389–406. https://doi.org/10.29333/iji.2019.12126a DOI: https://doi.org/10.29333/iji.2019.12126a
Lai, C., Lei, C., & Liu, Y. (2016). The nature of collaboration and perceived learning in wiki-based collaborative writing. Australasian Journal of Educational Technology, 32(3), 80–95. https://doi.org/10.14742/ajet.2586 DOI: https://doi.org/10.14742/ajet.2586
Liu, C. L. (2015). A Review of Effect of Different Tasks on Incidental Vocabulary Acquisition. Higher Education Studies, 5(5), 56–63. https://doi.org/10.5539/hes.v5n5p56 DOI: https://doi.org/10.5539/hes.v5n5p56
Lu, J., & Law, N. (2012). Online peer assessment: Effects of cognitive and affective feedback. Instructional Science, 40(2), 257–275. https://doi.org/10.1007/s11251-011-9177-2 DOI: https://doi.org/10.1007/s11251-011-9177-2
MacKay, T. (2003). Gee’s Theory of D/discourse and Research in Teaching English as a Second Language: Implications for the Mainstream. Retrieved on January. Retrieved from http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Gee’s+Theory+of+D/discourse+and+Research+in+Teaching+English+as+a+Second+Language:+Implictions+for+the+Mainstream#0
Manjet Kaur Mehar Singh. (2015). International Graduate Students’ Academic Writing Practices in Malaysia: Challenges and Solutions. Journal of International Students, 5(1), 2166–3750. Retrieved from http://jistudents.org/ DOI: https://doi.org/10.32674/jis.v5i1.439
Masuwai, A., Tajudin, M., & Saad, N. S. (2016). Evaluating the face and content validity of a Teaching and Learning Guiding Principles Instrument (TLGPI): A perspective study of Malaysian teacher educators. Geografia - Malaysian Journal of Society and Space, 12(3), 11–21.
Milena, A., Luna, R., Jorge, U., Lozano, T., Salle, U. D. La, Stella, L., & Ortiz, H. (2013). Collaborative Writing to Enhance Academic Writing Development Through Project Work La escrituracolaborativa para incrementar el desarrollo de la escrituraacadémica a través del trabajo por proyectos. A Colombian Journal for Teachers of English, 20, 130–148.)
Mohajan, H. K. (2017). Two Criteria for Good Measurements in Research: Validity and Reliability. Annals of SpiruHaret University. Economic Series, 17(4), 59–82. https://doi.org/10.26458/1746 DOI: https://doi.org/10.26458/1746
Nair, S. M., & Sanai, M. (2018). Effects of utilizing the stad method (Cooperative learning approach) in enhancing students’ descriptive writing skills. International Journal of Education and Practice, 6(4), 239–252. https://doi.org/10.18488/journal.61.2018.64.239.252 DOI: https://doi.org/10.18488/journal.61.2018.64.239.252
Rbuiaee, A. A. M., Bakar, N. A., &Darus, S. (2015). Collaborative Writing: A Review of Definitions From Past Studies. SOLLs.INTEC 2015 Proceedings Collaborative, (January), 138–149.
Rex, L. A., Murnen, T. J., Hobbs, J., &McEachen, D. (2002). Teachers’ pedagogical stories and the shaping of classroom participation: “The dancer†and “graveyard shift at the 7-11.†American Educational Research Journal, 39(3), 765–796. https://doi.org/10.3102/00028312039003765 DOI: https://doi.org/10.3102/00028312039003765
Rezaei, H., Emoto, M., &Mukaidono, M. (2006). B µ ´ u µ B µ ´ u µ. 10(6), 946–953. https://doi.org/10.20965/jaciii.2006.p0946 DOI: https://doi.org/10.20965/jaciii.2006.p0946
Rollins, A., &Lillivis, K. (2018). When Rubrics Need Revision: A Collaboration between STEM Faculty and the Writing Center. Composition Forum, 40.
Schrank, T. P. (2016). The Cognitive Impact of Past Behavior: Influences on Beliefs, Attitudes, and Future Behavioral Decisions Dolores. 79(1), 95–121.
Shabani, K., Khatib, M., &Ebadi, S. (2010). Vygotsky’s Zone of Proximal Development: Instructional Implications and Teachers’ Professional Development. English Language Teaching, 3(4), 237–248. https://doi.org/10.5539/elt.v3n4p237 DOI: https://doi.org/10.5539/elt.v3n4p237
Smagorinsky, P. (2013). What Does Vygotsky Provide for the Language Arts Teacher? Language Arts, 90(3), 192–204.
Street, B. (2003). What’s “new†in New Literacy Studies?: Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, 5(2), 77–91. https://doi.org/10.1016/j.socscimed.2011.02.026 DOI: https://doi.org/10.1016/j.socscimed.2011.02.026
Studies, L., International, A., & Centre, A. (2015). Languaging and Writing Skills: The Effect of Collaborative Writing on EFL Students’ Writing Performance. Advances in Language and Literary Studies, 6(1). https://doi.org/10.7575/aiac.alls.v.6n.1p.203 DOI: https://doi.org/10.7575/aiac.alls.v.6n.1p.203
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
Taherdoost, H. (2018). Validity and Reliability of the Research Instrument; How to Test the Validation of a Questionnaire/Survey in a Research. SSRN Electronic Journal, 5(3), 28–36. https://doi.org/10.2139/ssrn.3205040 DOI: https://doi.org/10.2139/ssrn.3205040
Tai, H.-C. (2016). Effects of Collaborative Online Learning on EFL Learners’ Writing Performance and Self-efficacy. English Language Teaching, 9(5), 119. https://doi.org/10.5539/elt.v9n5p119 DOI: https://doi.org/10.5539/elt.v9n5p119
Talib, T., & Cheung, Y. L. (2017). Collaborative Writing in Classroom Instruction: A Synthesis of Recent Research. The English Teacher, 46(2), 43–57.
Torres-Velásquez, D. (2000). Sociocultural Theory. Remedial and Special Education, 21(2), 66–69. https://doi.org/10.1177/074193250002100201 DOI: https://doi.org/10.1177/074193250002100201
Yastıbaş, G. Ç., &Yastıbaş, A. E. (2015). The Effect of Peer Feedback on Writing Anxiety in Turkish EFL (English as a Foreign Language) Students. Procedia - Social and Behavioral Sciences, 199, 530–538. https://doi.org/10.1016/j.sbspro.2015.07.543 DOI: https://doi.org/10.1016/j.sbspro.2015.07.543
Yean, T. F., Johari, J., &Sukery, A. F. M. (2015). The influence of attitude, subjective norms, and perceived behavioral control on the intention to return to work: A case of socio's insured employees. Kajian Malaysia, 33, 141–154.
å¼ æ•çµ. (2015). No Titleåæ ‡è®°å¦ä¹ ç ”ç©¶ç»¼è¿°. æ•°æ®é‡‡é›†ä¸Žå¤„ç†, 1(30), 77–87. https://doi.org/10.1024/0301-1526.30.1.77 DOI: https://doi.org/10.1024/0301-1526.30.1.77