Collaborative writing on a digital platform: Measuring gains of EFL learners in Saudi Arabia

Abstract

Writing is usually the last skill to be touched upon in language classrooms, and more so, in the EFL or ESL classroom. Even so, postponing or the tendency to avoid the writing task is a common hindrance created by the learners, but is definitley one that retards the learning of the skill. The current study aimed to examine  the efficacy of working collaboratively on digital platforms to enhance learners’ engagement with writing in addition to boosting their writing proficiency. The participants in this study are forty-eight advanced level EFL learners at Qassim University. The study used both quesionnaire and pre and post tests to collect data from he sample.  Intervention lasted eight weeks and comaparative results were computed using descriptive statistics in the standardised IELTS pre and post-test components for writing proficiency. Results showed a raise of between 47.36%- 19.14 in group output from the first to the last week of the intervention. The paired sample t-value at 3.0402 suggests that the results support the null hypothesis that Collaborative Writing on a Digital Platform (CWDP) helps enhance writing performance in EFL learners sicne the difference between pre and post tests is statistically significant. Results obtained from a perceptions questionnaire evaluating learners’ attitudes to CWDP clearly indicate a decided preference for the approach, both for its collaborative and tech value. The study concludes that collaborative writing in digital spaces contributes positively to enhancing Saudi university EFL learners’ global writing proficiency and should be incorporated into the regular curriculum.