Online Collaborative Writing (OCW) in Arabic as a Second Language (ASL) Classrooms: A Mixed-Method Study

https://doi.org/10.36892/ijlls.v2i4.459

Authors

Keywords:

Online collaborative writing (OCW), Arabic as a second language (ASL), mixed-method research, ASL learners’ perception, ASL learners’ interaction

Abstract

This study investigated how ASL learners interact during the OCW tasks, how ASL learners perceive the implementation of OCW, and whether or not there is a difference in students’ ASL writing performance before and after the implementation of OCW. This study employed a mixed-method study, a qualitative case study and a one-group experimental with pre-and-posttest design, involving 16 students who participated in the ASL writing class. The collected data included observations, document analysis, in-depth interviews, questionnaires, and tests. Pre- and post-test results were compared to analyze whether or not there is a statistically significant difference in students’ ASL writing skills before and after the implementation of OCW. The findings showed variations in interaction patterns during online collaborative writing activities. The students also had a positive perception of the implementation of OCW. The results also indicated a statistically significant difference in students’ ASL writing skills before and after the implementation of OCW.

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Author Biography

Mohammed Alwaleedi, King Abdulaziz University

Mohammed Alwaleedi, Ph.D., is currently employed by King Abdulaziz University in Saudi Arabia as an Assistant Professor in Applied Linguistics. He received a PhD in Applied Linguistics from the University of Queensland, and his doctoral project investigated the Collaborative Writing in Arabic as a Second language. Apart from Applied Linguistics, his ongoing research interests also include cultural studies.

Published

2020-12-27

How to Cite

Alwaleedi, M. (2020). Online Collaborative Writing (OCW) in Arabic as a Second Language (ASL) Classrooms: A Mixed-Method Study. International Journal of Language and Literary Studies, 2(4), 266–279. https://doi.org/10.36892/ijlls.v2i4.459

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Articles