rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Synchronous collaborative writing impact on students' individual writing competence
  name:
    name part: Alwahoub, Husam Masaoud
    role:
      role term: creator
    role:
      role term: author
  name:
    name part: Universiti Sultan Zainal Abidin
    name part: Faculty of Languages and Communication
  type of resource: text
  origin info:
    place:
      place term: my
    date issued: 2020
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    extent: xv, 177 leaves ; 31 cm.
  abstract: The introduction of Web 2.0 and its tools (i.e., Google Docs and Wikis) has brought a new perspective to computer-assisted collaborative writing in second language (L2) and foreign language (FL) contexts. Studies on L2 writing have highlighted the vibrant role of computer-based collaborative writing activities and web-based tools in developing learners' writing abilities. However, most of these studies have been at the tertiary level; therefore, a need arises to conduct similar studies in a mainstream K-12 setting. Accordingly, this study aims at examining the impact of the synchronous collaborative writing on developing students' individual writing performance and quality, as well as identifying students' perceptions towards these activities and tools in the mainstream K- 12 classes. The study used a quasi-experiment and a convenience sampling that included 49 EFL fourth grade students in a private primary school in Saudi Arabia. The data were collected from students' pre- and post-tests of three individual writing tasks (Narrative, Argumentative, and Informative) and a post-treatment questionnaire. Students' tests were assessed using a human-based scoring rubric and an online scoring tool (Coh­ Metrix). All numerical data were calculated for descriptive statistics using IBM SPSS Statistics 23, where independent samples r-test was employed to analyse students' tests. The analysis of the individual writing performance in the pre- and post-tests showed that the total mean scores of the content, language use, and organisation measurements increased in both the experimental (collaborators) and control (traditional writing) groups. In addition, significant differences existed in the three writing tasks in the post­ test scores of the experimental group. Also, significant differences occurred in the post­ test scores between the groups; the collaborators group scored higher than the traditional writing group. However, no significant difference was revealed between the pr…
  table of contents: 1. Introduction -- 2. Literature review -- 3. Methodology -- 4. Results -- 5. Discussion -- 6. Conclusion
  note: Husam Masaoud Alwahoub
  note: Thesis (Degree of Master of English Language Studies) - Universiti Sultan Zainal Abidin, 2020
  note: Includes bibliographical references (leaves 155-167)
  subject:
    name:
      name part: Universiti Sultan Zainal Abidin
    topic: Faculty of Languages and Communication
    genre: Dissertations
  subject:
    name:
      name part: Universiti Sultan Zainal Abidin
    topic: Dissertations
  subject:
    topic: Authorship
    topic: Collaboration
  subject:
    topic: Dissertations, Academic
  subject:
    topic: Writing
  classification: PN145 .A49 2020
  record info:
    record content source: UniSZA
    record creation date: 210923
    record change date: 20221207093000.0
    record identifier: 0000100418