A comparison between collaborative writing and individual writing in improving writing skill of form two students in a rural second school

Rosenani, Nojey (2007) A comparison between collaborative writing and individual writing in improving writing skill of form two students in a rural second school. [Final Year Project Report / IMRAD] (Unpublished)

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Abstract

This study sought to find out the effects of collaborative writing on students' writing products and the students' perceptions towards collaborative writing. A total of 157 Form Two students from a rural secondary school were involved in this quasi- experimental research. The experimental group underwent two collaborative writing tasks by writing the compositions in triads whereas the control group were not given treatment. Analyses of the pre- and post tests of both groups were done to find out whether there was any significant difference between the tests using the t-test of significance. Analyses of responses to the structured-interview with 15 students from both groups were carried out to elicit their perceptions towards collaborative writing. To identify the features of collaborative interactions as discovered by Dauite & Dalton (1993), Dale ( 1994) and Villamil & Guererro (1996), analyses of the transcripts of the collaborative interactions were made on four triads as they went through the stages of process writing. The results of the t-test showed that students who were exposed to collaborative writing performed better than those who wrote individually. The findings from the interview indicated that both the experimental and control groups perceived collaborative writing positively. This study concluded that collaborative writing is effective for the teaching of writing in Malaysian ESL classroom.

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