Pre-task and On-task Collaborative Writing: Examining EFL Learners’ Gains in Accuracy

This study investigated pre-task and on-task collaborative writing, examining EFL learners’ gains in accuracy at the pre-intermediate proficiency level. The participants were ۴۰ Iranian EFL learners in two third-grade classes, identified as pre-intermediate according to the Oxford Placement Test (OPT). They were divided into two groups: a pre-task group and an on-task group. Both groups received ۱۶ sessions of treatment. The OPT, a pre-test, and a post-test were administered before and after the treatments. In the pre-task group, learners worked together and shared their ideas but ultimately wrote individual writing sheets. In the on-task group, learners worked together, shared their ideas, and then wrote a collaborative writing sheet. The homogeneity of the groups was tested and confirmed using a paired t-test. The normality assumption was also checked, and the results of the Kolmogorov-Smirnov test revealed that the data were normally distributed. The overall findings indicated that collaborative writing has a positive effect on students’ accuracy among pre-intermediate EFL learners. The results of the present study have important implications for EFL students, teachers, syllabus designers, and material developers.

کلیدواژه ها:

writing collaboratively ، pre-task ، on-task