Document Type : Original Article
Authors
1
Department of English Language and Literature, Faculty of Literature and Languages, Arak University, Arak, Iran
2
PhD Candidate in TEFL, Department of English, Faculty of Management and Humanities, Chabahar Maritime University, Chabahar, Iran
3
MA Student in TEFL, English Department, Faculty of Management and Humanities, Chabahar Maritime University, Chabahar, Iran
10.22034/jals.2025.2065813.1091
Abstract
The study aimed to identify differences in writing quality (e.g., organization, content, grammar, task fulfillment) between individual and collaborative writing products. It also examined variations in time allocation across writing process stages (i.e., planning, drafting, revising) for individual versus collaborative writing. A quantitative experimental design was employed, with 60 intermediate-level 9th graders assigned to collaborative or individual writing conditions based on their proficiency levels, as determined by the Oxford Quick Placement Test (OQPT) used as a pre-test. In class, participants completed three narrative essay tasks either collaboratively in groups or individually, with their writing processes (planning, drafting, revising) recorded via video or think-aloud protocols and evaluated using a rubric for quality and time allocation. According to statistical analysis, collaborative and individual writing resulted in noticeably different levels of writing quality and employed distinct writing processes. In class, 60 intermediate-level 9th-graders, assigned based on Oxford Quick Placement Test scores, completed three narrative essay tasks collaboratively in groups or individually, with processes recorded via video or think-aloud protocols and assessed using a rubric. Collaborative essays consistently scored higher on all four quality dimensions, with collaborative writers spending more time on planning, less on drafting, and more on revising.
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