Research in English Language Education Journal (formerly JELT) | E-ISSN: 3115-7599
Abstract
This study examines the impact of digital collaborative writing on Iranian EFL learners’ writing performance, writing apprehension, and digital literacy. In a quasi-experimental design, 60 intermediate-level learners were convincingly assigned to an experimental group engaging in collaborative writing tasks via Adobe Connect or a control group completing individual writing tasks. Data were collected through pretest and posttest narrative writing assignments, a writing apprehension questionnaire, and a digital literacy questionnaire. Statistical analysis revealed significant improvements in the experimental group’s writing performance, including enhanced coherence, reduced writing apprehension, and improved digital literacy compared to the control group. These findings underscore the potential of digital collaborative writing to foster effective writing skills and reduce anxiety in EFL settings. Teachers should incorporate digital collaborative writing tools like Adobe Connect into lesson plans to enhance writing outcomes and digital competence. Designing group-based writing tasks on virtual platforms can address writing apprehension, fostering interactive learning environments that promote student engagement and skill development.
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