Student Perceptions of the Effectiveness and Appropriateness of the Process Writing Approach in Collaborative Writing.
Keywords:
process writing, collaborative writing, pre-writing stage, post writing stageAbstract
This study examined students' perceptions of the effectiveness and appropriateness of the process writing approach in collaborative writing (CW). To gather insights, the researcher administered questionnaires to 55 students who had completed two collaborative writing tasks. Of the 55 students surveyed, 40 returned completed questionnaires. The findings revealed that brainstorming was perceived as the most effective stage in collaborative writing, followed by planning, editing, research, and drafting. Conversely, the study identified research as the most challenging stage for students to execute collaboratively, followed by editing, brainstorming, drafting, and planning. The results suggest that group members might benefit from conducting research individually before convening to brainstorm and draft collectively. The study further highlighted that while certain stages of the writing process, such as brainstorming and reviewing, were well-suited to collaboration, others, such as editing, were less effective when performed collaboratively. The editing stage, which focuses primarily on grammatical structures and mechanics, proved particularly challenging in a group setting. Overall, the research suggests that effective collaborative writing requires a balance of individual and collective efforts across different stages of the writing process. These findings contribute to the development of more effective writing instruction in higher education and provide valuable guidance for researchers and educators seeking to refine collaborative writing practices.
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