Collaborative Writing Practice through Online Learning: Insights from Iranian EFL Learners’ Perceptions

Document Type : Research Paper


1 Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

2 Department of English Language, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

3 Department of English, Islamic Azad University, Majlesi Branch, Isfahan, Iran


This study investigates the benefits of e-collaborative and collaborative writing tasks on the perception of Iranian EFL learners in a process-oriented approach. The study involved 74 intermediate Iranian EFL students at Islamic Azad University, Isfahan Branch. They were divided into three groups by random assignment as two experimental groups and one control group. The experimental groups were required to perform their tasks in collaboration; only one of these two groups had access to the Telegram Application outside the classroom. The control group, however, followed the conventional method of learning how to write. The participants were required to write two journals during the course. They were asked to write about their understanding, attitude, and experience on the writing activity. There were 136 diary entries to be analyzed in order to discover the themes in them. These themes were literally the emerging concepts in the diary entries related to research question of the study about the participants’ perception. After the identification of these dominant themes, content analysis was performed to interpret the data. According to the results of the study, a high percentage of students’ satisfaction showed positive perceptions of e-collaborative activities, and they reported that the instructional implementation of an e-collaborative writing project with a five-stage writing process did assist EFL learners to accomplish a collaborative writing task.


Volume 8, Issue 29 - Serial Number 29
September 2020
Pages 165-184
  • Receive Date: 15 May 2019
  • Revise Date: 23 July 2019
  • Accept Date: 06 August 2019
  • First Publish Date: 01 September 2020