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Employing Collaborative Writing Technologies within a Genre-Based Approach to Strengthen University EFL Students' Multigenre Writing Skills

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Title: Employing Collaborative Writing Technologies within a Genre-Based Approach to Strengthen University EFL Students' Multigenre Writing Skills
Language: English
Authors: Roderick Julian Robillos (ORCID 0000-0001-7190-7679)
Source: International Journal of Information and Learning Technology. 2026 43(3):301-317.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Collaborative Writing, Artificial Intelligence, Intelligent Tutoring Systems, Literary Genres, English (Second Language), Technology Uses in Education, Educational Technology, Writing Skills, Influence of Technology, Student Attitudes, Intervention
DOI: 10.1108/IJILT-01-2025-0023
ISSN: 2056-4880
Abstract: Purpose: This study aims to explore how collaborative writing technologies, such as Padlet, Google Docs, and ChatGPT, within a Genre-Based Approach (GBA), can enhance university EFL students' multigenre writing development, with particular focus on their ability to apply and adapt genre conventions, structure, and language use across different writing tasks. Design/methodology/approach: This study employed a sequential mixed-methods design to examine the impact of collaborative writing technologies within GBA on the writing development of 27 university EFL students across four genres. Pre- and post-tests, along with genre-specific writing tasks administered throughout the six-session intervention, were used to assess improvement. Collaborative tools were integrated into each session to support writing processes. In addition, semi-structured interviews were conducted to explore students' learning experiences and perceptions of the technologies. Findings: Results indicate a significant overall improvement in pre-test (M = 10.29) and post-test (M = 15.35) scores, with the "narrative" and "descriptive" genres showing the most progress and "argumentative" the least. Qualitative analysis, focusing on students' experiences with the intervention, supports these findings. Notably, the "content" component demonstrated the most improvement, contrasting with modest gains in "lexical resources." The qualitative findings show that students appreciated collaborative writing technologies within a genre-based framework for enhancing their writing skills, collaboration, and autonomy, despite challenges in maintaining logical order and genre transferability. Originality/value: This study advances existing research by treating the integration of collaborative writing technologies within GBA as a coordinated instructional system rather than isolated tool use. It foregrounds multigenre writing development, emphasizing learners' ability to adapt and transfer genre knowledge across tasks. The findings also refine current understanding by showing both the affordances and limits of such integration, particularly in supporting higher-order reasoning and cross-genre transfer.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507285
Database: ERIC
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  Data: Employing Collaborative Writing Technologies within a Genre-Based Approach to Strengthen University EFL Students' Multigenre Writing Skills
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  Data: <searchLink fieldCode="AR" term="%22Roderick+Julian+Robillos%22">Roderick Julian Robillos</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7190-7679">0000-0001-7190-7679</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Information+and+Learning+Technology%22"><i>International Journal of Information and Learning Technology</i></searchLink>. 2026 43(3):301-317.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: <searchLink fieldCode="DE" term="%22Collaborative+Writing%22">Collaborative Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligent+Tutoring+Systems%22">Intelligent Tutoring Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Literary+Genres%22">Literary Genres</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Influence+of+Technology%22">Influence of Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink>
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  Data: 10.1108/IJILT-01-2025-0023
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  Data: 2056-4880
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  Data: Purpose: This study aims to explore how collaborative writing technologies, such as Padlet, Google Docs, and ChatGPT, within a Genre-Based Approach (GBA), can enhance university EFL students' multigenre writing development, with particular focus on their ability to apply and adapt genre conventions, structure, and language use across different writing tasks. Design/methodology/approach: This study employed a sequential mixed-methods design to examine the impact of collaborative writing technologies within GBA on the writing development of 27 university EFL students across four genres. Pre- and post-tests, along with genre-specific writing tasks administered throughout the six-session intervention, were used to assess improvement. Collaborative tools were integrated into each session to support writing processes. In addition, semi-structured interviews were conducted to explore students' learning experiences and perceptions of the technologies. Findings: Results indicate a significant overall improvement in pre-test (M = 10.29) and post-test (M = 15.35) scores, with the "narrative" and "descriptive" genres showing the most progress and "argumentative" the least. Qualitative analysis, focusing on students' experiences with the intervention, supports these findings. Notably, the "content" component demonstrated the most improvement, contrasting with modest gains in "lexical resources." The qualitative findings show that students appreciated collaborative writing technologies within a genre-based framework for enhancing their writing skills, collaboration, and autonomy, despite challenges in maintaining logical order and genre transferability. Originality/value: This study advances existing research by treating the integration of collaborative writing technologies within GBA as a coordinated instructional system rather than isolated tool use. It foregrounds multigenre writing development, emphasizing learners' ability to adapt and transfer genre knowledge across tasks. The findings also refine current understanding by showing both the affordances and limits of such integration, particularly in supporting higher-order reasoning and cross-genre transfer.
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    Subjects:
      – SubjectFull: Collaborative Writing
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      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Intelligent Tutoring Systems
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      – SubjectFull: Literary Genres
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Educational Technology
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      – SubjectFull: Writing Skills
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      – SubjectFull: Influence of Technology
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      – SubjectFull: Student Attitudes
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