EFL STUDENTS’ PERCEPTIONS OF ICT–SUPPORTED COLLABORATIVE WRITING ACROSS DIFFERENT GENRES OF ESSAYS
Tập 135 Số 6B (2026), Journal of Social Sciences and Humanities
Tập 135 Số 6B (2026)

EFL STUDENTS’ PERCEPTIONS OF ICT–SUPPORTED COLLABORATIVE WRITING ACROSS DIFFERENT GENRES OF ESSAYS

Journal of Social Sciences and Humanities
https://doi.org/10.26459/hueunijssh.v135i6B.8250
Đã xuất bản 2026-07-27
Nguyen Thi Thanh Ha
Thi Hong
Ban Giám hiệu - TRƯỜNG ĐẠI HỌC NGOẠI NGỮ

Tóm tắt

This qualitative research explores EFL learners' perceptions of ICT-supported collaborative essay writing on three different types of essays, specifically descriptive, cause and effect, and comparison. In-depth, semi-structured interviews with ten English-major students revealed that although ICT tended to promote collaboration and writing process, there is a significant difference among students' experiences to specific writing genres. Descriptive essays, in which interaction was more detailed and supported by peers, and cause-effect essays exhibited a superior logical format. Greater confidence in critical assessment was found in comparison essays. Such problems as digital fatigue and resource access were also noted. While these results confirm the significance of integrating ICT in a genre- and learner needs-based approach, differentiated instructional strategies have also shown to bring about positive impacts on genre-specific writing skills among EFL learners.

https://doi.org/10.26459/hueunijssh.v135i6B.8250
PDF (English)

Tài liệu tham khảo

  1. Al-Kadi, A. (2018). A review of technology integration in ELT: From CALL to MALL. Language Teaching and Educational Research, 1(1), 1-12.
  2. Almusharraf, N. M., & Bailey, D. (2021). Online engagement during COVID‐19: Role of agency on collaborative learning orientation and learning expectations. Journal of Computer Assisted Learning, 37(5), 1285–1295. https://doi.org/10.1111/jcal.12569
  3. Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153-160. https://doi.org/10.1093/elt/54.2.153
  4. Bax, S. (2002). CALL – Past, present and future. Unpublished Master thesis. Canterbury Christ Church University College, United Kingdom.
  5. Bitchener, J., & Ferris, D. (2012). Written corrective feedback in second language acquisition and writing. New York: Routledge.
  6. Chen, E., & Cheng, E. (2008). Beyond the design of automated writing evaluation: pedagogical practices and perceived learning effectiveness in EFL writing Classes. Language Learning &Technology, 12, 94-112.
  7. Chen, C. (2017). Science mapping: A systematic review of the literature. Journal of Data and Information Science, 2, 1-40. https://doi.org/10.1515/jdis-2017-0006
  8. Connor, U. (1996). Contrastive rhetoric: Writing in professional settings. Multilingua, 15, 3.
  9. Coffin, C., Curry, M. J., Hewings, A., Lillis, T. M., & Swann, J. (2003). Teaching academic writing. Routledge: Taylor & Francis group.
  10. Creswell, J.W., & Poth, C.N. (2018). Qualitative inquiry and research design choosing among five approaches. 4th Edition, SAGE Publications, Inc., Thousand Oaks.
  11. Creswell, J.W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (4th edition). SAGE Publications, Inc
  12. Dillenbourg, P., et al. (1996). The evolution of research on collaborative learning. In E. Spada & P. Reiman (Eds.), Learning in humans and machine: Towards an interdisciplinary learning science (pp. 189-211). Oxford: Elsevier.
  13. Gokhale, A. A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7, 22-30.
  14. Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. English Language Series. London: Longman.
  15. Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12(1), 17-29. http://dx.doi.org/10.1016/S1060-3743(02)00124-8
  16. Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148-164. http://dx.doi.org/10.1016/j.jslw.2007.07.005
  17. Kuckartz, U., & Rädiker, S. (2019). Analyzing qualitative data with MAXQDA. Springer Nature.
  18. Kvale, S., & Brinkmann, S. (2015). Interviews: Learning the craft of qualitative research interviewing (3rd edition). CA: Sage Publications
  19. Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press
  20. Leki, I. (2007). Undergraduates in a second language: Challenges and complexities of academic literacy development. Lawrence Erlbaum Associates.
  21. Nguyen, T. T. L. (2019). Using ICT to foster collaborative writing for EFL university students in Vietnam. Unpublished doctoral thesis at Edith Cowan University.
  22. Nguyen, T. T. H., & Pham, T. H. N. (2025a). Enhancing students’ performance on cause-effect essays through ICT-supported collaborative writing. International Journal of TESOL Studies, 250904, 1-23. https://doi.org/10.58304/ijts.250904
  23. Nguyen, T. T. H., & Pham, T. H. N. (2025b). The impact of ICT-supported collaborative writing on Vietnamese EFL students’ descriptive essay performance: a quasi-experimental study. Computer Assisted Language Learning, 1-24. https://doi.org/10.1080/09588221.2025.2599155
  24. Patton, M. Q. (2015). Qualitative evaluation and research methods. Thousand Oaks, CA: Sage.
  25. Pham, Q. N. (2019). EFL student collaborative writing in Google Docs: A multiple case study. Unpublished Doctoral dissertation. University of South Florida.
  26. Pham, T. H. N., & Nguyen, T. T. H. (2025). EFL learners’ metaphorical perceptions of peer feedback in ICT-mediated collaborative writing. Arab World English Journal, 11, 81-95. https://dx.doi.org/10.24093/awej/call11.5
  27. Rahimi, M., & Yadollahi, S. (2011). ICT use in EFL classes: A focus on EFL teachers’ characteristics. World Journal of English Language, 1(2), 17-29. doi:10.5430/wjel.v1n2p17
  28. Raimes, A. (1983). Techniques in teaching writing. New York: Oxford University Press.
  29. Rose, D., & Martin, J. (2012). Learning to write, reading to learn: Genre knowledge and pedagogy of the Sydney School. Equinox Publishing.
  30. Stockwell, G., & Hubbard, P. (2013). Some emerging principles for mobile-assisted language learning. Monterey, CA: The International Research Foundation for English Language Education.
  31. Storch, N. (2013). Collaborative writing in L2 classrooms. Bristol, UK: Multilingual Matters.
  32. Sun, Y., & Gao, F. (2020). An investigation of the influence of intrinsic motivation on students’ intention to use mobile devices in language learning. Educational Technology Research and Development, 68(3), 1181-1198.
  33. Swain, M., & Lapkin, S. (2001). Focus on form through collaborative dialogue: Exploring task effects. In Researching pedagogic tasks: Second language learning, teaching, and testing, pp. 99-118.
  34. Swales, J. M., & Feak, C. B. (2004). Academic writing for graduate students: Essential tasks and skills (2nd ed.). Ann Arbor, MI: The University of Michigan Press.
  35. Vantonen, T. (2011). An insight into collaborative learning with ICT: Teachers’ and students’ perspectives. Dissertations in Education, Humanities, and Theology, 12. Publications of the University of Eastern Finland.
  36. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  37. Wang, Y. C. (2014). Using wikis to facilitate interaction and collaboration among EFL learners: A social constructivist approach to language teaching. System, 42, 383-390.
  38. Wang, M. J. (2010). Online collaboration and offline interaction between students using asynchronous tools in blended learning. Australian Journal of Educational Technology, 26(6), 830-846. https://doi.org/10.14742/ajet.1045.
  39. Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31(2), 57-71.