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Unlocking Potential: Exploring the Enduring Impact of Collaborative Writing on Lower-Proficiency EFL Learners

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Title: Unlocking Potential: Exploring the Enduring Impact of Collaborative Writing on Lower-Proficiency EFL Learners
Language: English
Authors: Khaled Aldossary (ORCID 0000-0002-4917-3258)
Source: Educational Process: International Journal. Article e2025184 2025 15.
Availability: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Collaborative Writing, Writing Instruction, English (Second Language), Second Language Learning, Comparative Analysis, Essays, Language Proficiency, Reinforcement, Standards, Writing Processes, Profiles, Writing Improvement, Writing Skills, Peer Evaluation, Undergraduate Students, Language Usage, Grammar, Accuracy, Punctuation, Foreign Countries
Geographic Terms: Saudi Arabia
ISSN: 2147-0901
2564-8020
Abstract: Background/purpose: This study investigated the short-term and long-term impact of collaborative writing on lower-proficiency English as a foreign language (EFL) students in Saudi Arabia. It investigated whether co-authoring enhanced the writing standard, which areas effectively evolved and how effectively the students retained their writing skills in the long run. Materials/methods: A quasi-experimental design was adopted, with 28 male Saudi university students enrolled in a Writing I course. Participants witnessed the eight-week collaborative writing process, took a post-test, and then took a delayed post-test after a one-month interval. Essay writing fluency was measured with the ESL Composition Profile, while paired t-tests and ANOVA were conducted to compare writing performance changes. Results: Collaborative writing led to better content development, organization, and word choice. Nevertheless, the results for grammatical accuracy and mechanics revealed low retention in the delayed post-tests, indicating more reinforcement was needed. In addition, students who had lower initial writing skills made the highest gains but showed the greatest decay in skills later on. Conclusion: Collaborative writing appeared to have a positive impact on the development of EFL writing skills; however, it is important to have organized peer feedback and long-term writing practice. Further research is needed to determine whether using digital tools to support collaborative writing can increase long-term retention.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475879
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Unlocking Potential: Exploring the Enduring Impact of Collaborative Writing on Lower-Proficiency EFL Learners
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  Data: <searchLink fieldCode="AR" term="%22Khaled+Aldossary%22">Khaled Aldossary</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4917-3258">0000-0002-4917-3258</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Process%3A+International+Journal%22"><i>Educational Process: International Journal</i></searchLink>. Article e2025184 2025 15.
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  Data: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
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  Data: 14
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Collaborative+Writing%22">Collaborative Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Essays%22">Essays</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Reinforcement%22">Reinforcement</searchLink><br /><searchLink fieldCode="DE" term="%22Standards%22">Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Processes%22">Writing Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Profiles%22">Profiles</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Improvement%22">Writing Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Evaluation%22">Peer Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Punctuation%22">Punctuation</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2147-0901<br />2564-8020
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background/purpose: This study investigated the short-term and long-term impact of collaborative writing on lower-proficiency English as a foreign language (EFL) students in Saudi Arabia. It investigated whether co-authoring enhanced the writing standard, which areas effectively evolved and how effectively the students retained their writing skills in the long run. Materials/methods: A quasi-experimental design was adopted, with 28 male Saudi university students enrolled in a Writing I course. Participants witnessed the eight-week collaborative writing process, took a post-test, and then took a delayed post-test after a one-month interval. Essay writing fluency was measured with the ESL Composition Profile, while paired t-tests and ANOVA were conducted to compare writing performance changes. Results: Collaborative writing led to better content development, organization, and word choice. Nevertheless, the results for grammatical accuracy and mechanics revealed low retention in the delayed post-tests, indicating more reinforcement was needed. In addition, students who had lower initial writing skills made the highest gains but showed the greatest decay in skills later on. Conclusion: Collaborative writing appeared to have a positive impact on the development of EFL writing skills; however, it is important to have organized peer feedback and long-term writing practice. Further research is needed to determine whether using digital tools to support collaborative writing can increase long-term retention.
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  Data: 2025
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  Data: EJ1475879
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1475879
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: Collaborative Writing
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Essays
        Type: general
      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: Reinforcement
        Type: general
      – SubjectFull: Standards
        Type: general
      – SubjectFull: Writing Processes
        Type: general
      – SubjectFull: Profiles
        Type: general
      – SubjectFull: Writing Improvement
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Peer Evaluation
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Grammar
        Type: general
      – SubjectFull: Accuracy
        Type: general
      – SubjectFull: Punctuation
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Saudi Arabia
        Type: general
    Titles:
      – TitleFull: Unlocking Potential: Exploring the Enduring Impact of Collaborative Writing on Lower-Proficiency EFL Learners
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              Type: published
              Y: 2025
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              Value: 2147-0901
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              Value: 15
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            – TitleFull: Educational Process: International Journal
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