Collaborative Writing of Argumentative Essays in an EFL Blended Course: Chilean Pre-Service Teachers’ Perceptions and Self-Assessment

This mixed method research project sought to unveil pre-service EFL teachers’ perceptions about the collaborative writing of argumentative texts in a blended environment at a Chilean university, as well as their self-assessment of their performance during the process. Thirty-three senior students to...

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Bibliographic Details
Published in:Íkala : revista de lenguaje y cultura 2020-01, Vol.25 (2), p.307-327
Main Authors: Ubilla Rosales, Lucía, Gómez Álvarez, Lilian, Sáez Carrillo, Katia, Etchegaray Pezo, Paulo
Format: Article
Language:English
Subjects:
Blended learning
Cognition & reasoning
Collaboration
collaborative learning
Communicative competence
Data collection
digital literacy
Educational technology
English as a foreign language
English as a second language instruction
English teachers
L2 writing
LANGUAGE & LINGUISTICS
Learning processes
pre
pre-service teachers
Second language learning
Second language teachers
Second language writing
Self evaluation
service teachers
Social research
Student teachers
Students
Teachers
Web 2
Web 2.0
Writers
Writing
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Summary:This mixed method research project sought to unveil pre-service EFL teachers’ perceptions about the collaborative writing of argumentative texts in a blended environment at a Chilean university, as well as their self-assessment of their performance during the process. Thirty-three senior students took part in a twelve-lesson workshop assisted by a file storage and synchronization service. Data collection included a semi-structured interview, a Likert-scale survey, and a tailor-made self-assessment rubric. Findings indicated that participants held positive perceptions of the collaborative process and were very satisfied with task evaluation, quality of interaction, and goal setting. The analysis also showed a significant correlation between the participants’ perceptions of collaboration and their performance self-assessment. The results suggested that blended collaborative writing should be considered in courses aimed at developing pre-service teachers’ EFL communicative competence. It would help them maximize their writing skills in English and reinforce their interpersonal skills in foreign language learning processes.
ISSN:0123-3432
2145-566X
DOI:10.17533/udea.ikala.v25n02a10