The impact of collaborative writing and scaffolding practices on student writing performance in second language contexts: action research at Midlands State University (MSU)

Hlatshwayo, Primrose

Title: The impact of collaborative writing and scaffolding practices on student writing performance in second language contexts: action research at Midlands State University (MSU)
Creator: Hlatshwayo, Primrose
Subject: English language -- Context
Subject: Writing -- Midlands State University
Date Issued: 2023-12
Date: 2023-12
Type: Master's theses
Type: text
Identifier: http://hdl.handle.net/10948/63309
Identifier: vital:73248
Description: The mixed methods action research study explored how collaborative writing and scaffolding practices impacted on the writing performance of students writing in groups. It sought to establish whether using the collaborative writing (CW) method would enhance the writing performance of 55 social work Midlands State University first-year students. Socio-cultural theory (SCT) was employed as the theoretical basis for the study as it emphasises learning in socially constructed environments in which interaction among peers and teachers leads to learning and construction of knowledge. Through the examination of student interactions in two collaborative writing activities, an analysis of student perceptions of CW, and an assessment of student collaboratively produced texts, the study found that the different peer and teacher scaffolding practices that were employed in the collaborative writing sessions significantly enhanced the students’ writing performance. Regardless of the challenges identified in CW, for example, misunderstandings and meaningless contributions from some group members, the research findings revealed that the student interactions offered scaffolding to support their writing activities. For example, validation feedback, link to previous knowledge and the use of correctional feedback were the scaffolding practices used. In addition, the students were able to collaboratively produce better texts with improved cohesive linking, mechanics, organisation, development, structure and vocabulary. The study contributed to L2 collaborative writing literature as it identifies the different student scaffolding approaches and offers an insight into the collaborative writing process and how it could support ESL writing development. However, the methodology posed some limitations, for example, the use of a questionnaire instead of interviews and recording student interactions in a journal instead of audio recording and, lastly, the researcher struggled to balance research demands and her normal teaching load. The study recommends the monitoring of students in CW groups, facilitation of peer/teacher motivation, establishment of group norms and formation of small groups with a maximum number of six members.
Description: Thesis (MA) -- Faculty of Humanities, 2023
Format: computer
Format: online resource
Format: application/pdf
Format: 1 online resource (xiv, 248 pages)
Format: pdf
Publisher: Nelson Mandela University
Publisher: Faculty of Humanities
Language: English
Rights: Nelson Mandela University
Rights: All Rights Reserved
Rights: Open Access

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