Speaker
Description
This study investigates Vietnamese EFL students’ perceptions of collaborative writing in university writing classrooms, with particular attention to peer interaction, feedback practices, and online-supported idea development. Employing a mixed-methods design, the study collected questionnaire responses from 122 English-major students and semi-structured interview data from learners representing different writing proficiency levels. The findings indicate that collaborative writing was generally perceived as facilitating idea generation, vocabulary development, grammatical awareness, and collaborative revision. However, participation patterns varied according to learner proficiency, confidence, and interactional dynamics within groups. Peer feedback practices were additionally perceived as beneficial for reflective learning and collaborative text improvement, although teacher feedback continued to be regarded as more authoritative and reliable. The findings further reveal that online-supported collaborative interaction created additional opportunities for asynchronous participation, reflective discussion, and collaborative idea development. Overall, the study highlights the pedagogical value of integrating collaborative writing with digitally mediated interactional environments in Vietnamese EFL classrooms.
Biography
Tran Thi Thanh Nha is a lecturer at the Faculty of Foreign Language Teacher Education, University of Foreign Language Studies, The University of Danang. She teaches English language skills courses. Her research interests include young learner education, language and technology, and pedagogical approaches to teaching and learning reading and writing skills. She is particularly interested in technology-enhanced language learning and instructional practices that support learners’ engagement, collaboration, and English language development.
| Affiliate type | University |
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