The Impact of Digital Collaborative Writing on Iranian EFL Learners’ Writing Performance, Writing Apprehension and Digital Literacy

This study explores the impact of digital collaborative writing on the writing performance, writing apprehension, and digital literacy of Iranian English as a Foreign Language (EFL) learners. Using a non-parametric experimental design, ۶۰ participants were intentionally divided into an experimental group that engaged in digital collaborative writing tasks via Adobe Connect and a control group that completed traditional writing tasks individually. Data were collected through pretest and posttest narrative writing assignments, along with a writing apprehension questionnaire (Cheng, ۲۰۰۴) and a digital literacy questionnaire (JISC, ۲۰۱۷). Non-parametric statistical methods, including Mann-Whitney U tests and Mann-Whitney Hypothesis Test were applied for data analysis. The results demonstrated significant differences between the two groups, indicating that digital collaborative writing positively influenced writing performance, reduced writing apprehension, and enhanced digital literacy. This study enriches the pedagogical discussion in EFL education by highlighting the advantages of collaborative virtual environments in improving writing outcomes and addressing challenges associated with writing.

کلیدواژه ها:

EFL Learners ، Digital Collaborative Writing ، Digital Literacy ، Writing Apprehension ، Writing Performance