Open AccessOnline Collaborative Writing (OCW) in Arabic as a Second Language (ASL) Classrooms: A Mixed-Method Study
Author(s) -
Mohammed Alwaleedi
Publication year - 2020
Publication title -
international journal of language and literary studies
Language(s) - English
Resource type - Journals
eISSN - 2704-7156
pISSN - 2704-5528
DOI - 10.36892/ijlls.v2i4.459
Subject(s) - significant difference , mathematics education , multimethodology , class (philosophy) , perception , qualitative property , arabic , computer science , test (biology) , psychology , mathematics , linguistics , artificial intelligence , paleontology , statistics , philosophy , neuroscience , machine learning , biology
This study investigated how ASL learners interact during the OCW tasks, how ASL learners perceive the implementation of OCW, and whether or not there is a difference in students’ ASL writing performance before and after the implementation of OCW. This study employed a mixed-method study, a qualitative case study and a one-group experimental with pre-and-posttest design, involving 16 students who participated in the ASL writing class. The collected data included observations, document analysis, in-depth interviews, questionnaires, and tests. Pre- and post-test results were compared to analyze whether or not there is a statistically significant difference in students’ ASL writing skills before and after the implementation of OCW. The findings showed variations in interaction patterns during online collaborative writing activities. The students also had a positive perception of the implementation of OCW. The results also indicated a statistically significant difference in students’ ASL writing skills before and after the implementation of OCW.