The Effects of Technology-Enhanced Collaborative Learning on EFL Learners’ Writing Skill

Advances in using technology in language teaching and learning over the last few decades have steered English language educators towards assessing various language learning opportunities. While the shift in the role of the language teacher from instructor to facilitator could bring about a readjustment of existing pedagogies, it could give rise to a completely new pedagogy with incorporation of efficient technology. Moreover, the growing information and communication technologies and also teaching and learning facilities and technologies could have effect especially on writing skill which necessitates an inquiry into the role that technology plays in improving writing. The participants of the experimental group engaged in collaborative writing tasks, while others engaged in individual writing tasks which are all done in a technology-enhanced context. The results indicated that the experimental group held positive attitudes towards the technology-enhanced collaborative writing experience; there was no significant difference in the mean score of pre-test and post-test with respect to gender, while students of ELL performed better than ELT students and the high-achievers improved their writing skill better than low-achievers. Moreover, the results showed that there was statistically significant difference between the control group and the experimental group in terms of their attitude towards using technology.

کلیدواژه ها:

Computer-Assisted Language Learning ، Learner-centred Teaching ، Collaborative Learning ، Teachnology-enhanced Language Learning ، Writing Skill ، e-Learning.