ABSTRACT

The study reported in this article investigated the processes and the effects of collaborative writing on 64 students’ writing skills in two Arabic as a second language (ASL) teachers’ classrooms. The authors employed a mixed methods approach that integrated a qualitative case study and a quasi-experimental design. The data collected included classroom observations and audiotapes of verbal interactions. Pre- and post-test scores of students in collaborative (experimental) writing groups and in traditional (control) groups were compared. The findings indicated variations in interaction patterns during collaborative writing activities in both groups. The findings also suggest that there was a statistically significant difference between the scores of the experimental and the control groups which may be attributed to the collaborative writing intervention.

摘要

本文报道的研究调查了合作写作的过程和对两个阿拉伯语作为第二语言（ASL）教师课堂中64位学生的写作技能的影响。作者采用了混合方法方法，该方法将定性案例研究和准实验设计相结合。收集的数据包括课堂观察和言语互动的录音带。比较了协作（实验）写作组和传统（对照组）学生的测试前和测试后分数。研究结果表明，在两组中的协作写作活动中，交互模式都有差异。