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The prevalence of collaborative writing to facilitate second language (L2) learning in writing instruction is theoretically and pedagogically supported by recent research. Whilst numerous studies have documented the potential benefits of collaborative writing in the context of English as a second or foreign language (ESL/EFL) and other European languages, limited attention has been given to collaborative writing in other L2 contexts, such as Arabic as a second language (ASL). This is somewhat of a surprise given that interest in learning Arabic as a Second Language (ASL) has grown exponentially in recent times in many countries around the globe with multiethnic, multilingual, and multi-religious communities. This justifies the need of research on the teaching and learning of Arabic as an L2, especially research on ASL writing skills which is still in its infancy. Informed by Vygotsky’s (1978) sociocultural theory, the study investigates collaborative writing practice in the context of ASL in Saudi Arabia in order to shed light on this largely unexplored context. This study employed an embedded quasi-experimental mixed methods research design that involves the collection of both quantitative and qualitative data from classrooms where communication occured in Arabic. In particular, the researcher embedded qualitative methods (e.g. audiotaping classroom observations and taking field notes during the intervention, and conducting semi-structured interviews with teachers and students at the end of the treatment) to investigate the process of an intervention (e.g. patterns of interactions students formed during collaborative writing activities and how they resolved Language Related Episodes (LREs) during their interaction) and to explain the teacher and student perceptions regarding their collabaortive writing (CW) experiences. Quantitative methods, on the other hand, were used to understand the frequency distribution of LREs used in group work and to evaluate the effect of CW on students’ writing outcomes. The analysis found four patterns of small group interaction: a) collaborative, b) expert/expert/novice/novice, c) cooperative, and d) dominant/dominant/passive/passive. These patterns were examined based on Storch’s (2002) dyadic interaction model drawing on Damon and Phelps’ (1989) criteria of equality and mutuality. Patterns of small group interaction generally remained stable over time across groups. The genre of writing tasks and the duration of tasks did not influence the patterns. The study also found that the implementation of collaborative writing approach had a positive impact on the frequency and outcome of LREs, but it did not really influence the students’ focus of LREs. In particular, the experimental groups generated more LREs than the control groups. Despite individual difference among group members, the experimental groups paid more attention to language and were more successful at resolving language related problems than the control ones. Learners’ and teachers’ perceptions shaped their learning and teaching collaborative writing experiences. Lastly, there were significant differences in the overall writing performance of the students in the experimental and control groups as measured by the tests and these differences could be attributed to the CW intervention implemented across the three tasks over a 12-week semester. The difference between the experimental and control groups can be distinguished by linguistic and rhetorical features found in their texts. These findings are discussed with reference to Vygotsky’s (1978) sociocultural theory (SCT), particularly to the three aspects of the theory: Zone of Proximal Development, Mediation, and Scaffolding. Vygotskian sociocultural theory is relevant to the study, as this framework promotes social interaction among learners in L2 learning so that they can learn from each other to co-construct knowledge about language. The findings have significant theoretical and pedagogical implications, particularly in the ASL setting. |
