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Impacts of Computer-Assisted Collaborative Writing, Collaborative Prewriting, and Individual Writing on EFL Learners' Performance and Motivation

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Title: Impacts of Computer-Assisted Collaborative Writing, Collaborative Prewriting, and Individual Writing on EFL Learners' Performance and Motivation
Language: English
Authors: Marjan Ebadijalal (ORCID 0000-0003-2956-6617), Shahab Moradkhani (ORCID 0000-0002-2129-4453)
Source: Computer Assisted Language Learning. 2025 38(1-2):291-315.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 25
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Computer Assisted Instruction, Collaborative Writing, Prewriting, Writing (Composition), English (Second Language), Second Language Learning, Student Motivation, Writing Skills, Foreign Countries, Computer Mediated Communication, Females, Instructional Effectiveness
Geographic Terms: Iran
DOI: 10.1080/09588221.2023.2178463
ISSN: 0958-8221
1744-3210
Abstract: The present mixed-methods study aimed at investigating the effects of three writing conditions, including collaborative writing (CW), collaborative prewriting (CPW), and individual writing (IW), on the performance and motivation of 66 Iranian EFL learners in a computer-mediated communication (CMC) context. Data were obtained through a background questionnaire, writing motivation scale, participants' writing performance on pretest and posttest, audio-recorded reflections, and semi-structured individual interviews. The quantitative data were analyzed using one-way ANOVA and paired-samples t-test, while the qualitative data were examined through a three-phase thematic analysis. Based on the obtained results, on the posttest, the CPW group significantly outperformed the IW group. No similar trend, however, was observed between CW and IW groups. In addition, as a result of collaborative writing and prewriting in a CMC context, the participants' writing motivation significantly improved. Further findings as well as relevant pedagogical implications are discussed and future research avenues are outlined.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1467224
Database: ERIC
FullText Text:
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PubType: Academic Journal
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IllustrationInfo
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  Data: Impacts of Computer-Assisted Collaborative Writing, Collaborative Prewriting, and Individual Writing on EFL Learners' Performance and Motivation
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Marjan+Ebadijalal%22">Marjan Ebadijalal</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2956-6617">0000-0003-2956-6617</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shahab+Moradkhani%22">Shahab Moradkhani</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2129-4453">0000-0002-2129-4453</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Computer+Assisted+Language+Learning%22"><i>Computer Assisted Language Learning</i></searchLink>. 2025 38(1-2):291-315.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 25
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Collaborative+Writing%22">Collaborative Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Prewriting%22">Prewriting</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</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="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink>
– Name: DOI
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  Data: 10.1080/09588221.2023.2178463
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0958-8221<br />1744-3210
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The present mixed-methods study aimed at investigating the effects of three writing conditions, including collaborative writing (CW), collaborative prewriting (CPW), and individual writing (IW), on the performance and motivation of 66 Iranian EFL learners in a computer-mediated communication (CMC) context. Data were obtained through a background questionnaire, writing motivation scale, participants' writing performance on pretest and posttest, audio-recorded reflections, and semi-structured individual interviews. The quantitative data were analyzed using one-way ANOVA and paired-samples t-test, while the qualitative data were examined through a three-phase thematic analysis. Based on the obtained results, on the posttest, the CPW group significantly outperformed the IW group. No similar trend, however, was observed between CW and IW groups. In addition, as a result of collaborative writing and prewriting in a CMC context, the participants' writing motivation significantly improved. Further findings as well as relevant pedagogical implications are discussed and future research avenues are outlined.
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  Data: As Provided
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  Data: 2025
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  Data: EJ1467224
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        Value: 10.1080/09588221.2023.2178463
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 291
    Subjects:
      – SubjectFull: Computer Assisted Instruction
        Type: general
      – SubjectFull: Collaborative Writing
        Type: general
      – SubjectFull: Prewriting
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      – SubjectFull: Writing (Composition)
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Computer Mediated Communication
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      – SubjectFull: Females
        Type: general
      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Iran
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      – TitleFull: Impacts of Computer-Assisted Collaborative Writing, Collaborative Prewriting, and Individual Writing on EFL Learners' Performance and Motivation
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            NameFull: Shahab Moradkhani
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              Type: published
              Y: 2025
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