Abstract

The present mixed-methods study aimed at investigating the effects of three writing conditions, including collaborative writing (CW), collaborative prewriting (CPW), and individual writing (IW), on the performance and motivation of 66 Iranian EFL learners in a computer-mediated communication (CMC) context. Data were obtained through a background questionnaire, writing motivation scale, participants’ writing performance on pretest and posttest, audio-recorded reflections, and semi-structured individual interviews. The quantitative data were analyzed using one-way ANOVA and paired-samples t-test, while the qualitative data were examined through a three-phase thematic analysis. Based on the obtained results, on the posttest, the CPW group significantly outperformed the IW group. No similar trend, however, was observed between CW and IW groups. In addition, as a result of collaborative writing and prewriting in a CMC context, the participants’ writing motivation significantly improved. Further findings as well as relevant pedagogical implications are discussed and future research avenues are outlined.

摘要

本混合方法研究旨在调查三种写作条件（包括协作写作 (CW)、协作预写 (CPW) 和个人写作 (IW)）对 66 名伊朗 EFL 学习者在计算机上的表现和动机的影响-中介通信 (CMC) 上下文。数据是通过背景调查问卷、写作动机量表、参与者在前测和后测中的写作表现、录音反思和半结构化个人访谈获得的。定量数据使用单因素方差分析和配对样本 t 检验进行分析，而定性数据则通过三阶段主题分析进行检验。根据获得的结果，在后测中，CPW 组明显优于 IW 组。然而，在 CW 和 IW 组之间没有观察到类似的趋势。此外，由于在 CMC 环境下进行协作写作和预写，参与者的写作动机显着提高。讨论了进一步的发现以及相关的教学意义，并概述了未来的研究途径。