Abstract

This study investigated students’ perceptions of collaborative writing in a teacher-centred class and their change in beliefs about English writing through collaborative writing experiences. The analysis of multiple data sources (i.e., video recordings of collaborative writing activities, two in-depth, semi-structured interviews, one stimulated recall interview and four response papers) from three selected participants revealed that collaborative writing was perceived as beneficial for improving writing, providing the opportunity to pool ideas and having positive emotional (e.g., reducing stress) and social effects (e.g., building a network). The participants were also concerned that it limited their actual learning and thinking, increased the difficulty of dealing with various views and provoked negative emotions (e.g., loss of self-confidence) and social effects (e.g., feeling isolated). In addition, the analysis of the students’ beliefs about English writing before and after collaborative writing revealed their reconsideration of what good English writing involved (from focusing on vocabulary, sentences and grades to understandable texts), the purpose of English writing (from exam-­oriented purposes to communication purposes), the focus in English writing (from product writing to process writing) and the nature of English writing (from individual work to teamwork).

摘要

这项研究调查了学生在以教师为中心的课堂上对协作写作的看法，以及他们通过协作写作经历对英语写作观念的改变。对来自三个选定参与者的多个数据源（即，协作写作活动的视频记录，两次深度，半结构化访谈，一次激进回忆访谈和四份回应文件）的分析表明，协作写作被认为有助于改善写作，提供机会集思广益，并具有积极的情感（例如，减轻压力）和社会影响（例如，建立网络）。参与者还担心，这限制了他们的实际学习和思考，增加了处理各种观点的难度，并激起了负面情绪（例如，丧失自信）和社会影响（例如感到孤立）。此外，对学生在协作写作前后对英语写作的看法的分析表明，他们重新思考了良好的英语写作所涉及的内容（从侧重于词汇，句子和年级到可理解的文字），英语写作的目的（从考试-面向目的的沟通目的），英语写作的重点（从产品写作到过程写作）和英语写作的本质（从个人工作到团队合作）。