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Exploring the Impact of the Blended-Collaborative Writing Instructional Model on EFL Learners' Academic Writing : A Mixed-Methods Study
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
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- 통권
- Vol.23 No.1 (2026.03)바로가기
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- 페이지
- pp.117-127
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A482418
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4,200원
원문정보
초록
- 영어
- This study investigates the implementation of the Blended-Collaborative Writing Instructional (BCWI) model to enhance English as a Foreign Language (EFL) student teachers’ academic writing achievement. Academic writing is a critical skill for prospective educators, yet EFL learners often encounter challenges across the writing process, including idea generation, organization, revision, and editing. Employing a mixed-methods design, the study pursues three main objectives: (1) to examine whether the BCWI model improves student teachers’ overall academic writing achievement, (2) to analyse whether the model enhances individual writing elements such as content, organization, vocabulary, language use, and mechanics, and (3) to explore student teachers’ perceptions toward BCWI practices in academic writing classes. Findings reveal that the BCWI model significantly improves learners’ ability to generate and structure ideas, refine drafts through iterative feedback, and develop autonomy in managing the writing process. Moreover, the model optimizes instruction, fosters collaboration, enriches materials, and incorporates constructive feedback through blended learning environments. Nevertheless, challenges emerged, including communication issues, unequal workload distribution, irresponsible group behaviour, and varying levels of digital literacy. These findings underscore the pedagogical potential of BCWI while highlighting the need for further research to refine its application across diverse learner profiles and proficiency levels.
목차
Abstract
Introduction
Literature Review
Blended-Collaborative Writing Instruction Model
Method
Design
Research Context and Participants
Instruments
Procedures
Data Collection and Analysis
Findings and Discussion
Theme 1 – Collaborative Learning Improved Student Teachers’ Academic Writing Achievement
Theme 2 – Blended learning promoted student teachers’ collaboration in Academic Writing class
Conclusion
Acknowledgments
The Authors
References
키워드
Blended learning collaborative writing academic writing teacher education instructional model저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.23 No.1
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