A Practitioner-based Research On Cloud-based Collaborative Writing in Synchronous EFL Classes

Conference: The European Conference on Education (ECE2022)
Title: A Practitioner-based Research On Cloud-based Collaborative Writing in Synchronous EFL Classes
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
Presentation Type: Live-Stream Presentation
Shazia Hamid, Yanbu University College, Saudi Arabia


The purpose of this qualitative practitioner-based research was to explore the nature of collaborative scaffolding and co-authoring synchronous writing activities in particular leveraging Cloud-based Collaborative Writing (CBCW) applications for producing EAP writing in the Arab context. This study involved 477 students and 24 teachers from a Saudi university participated. Data collection methods included questionnaires, reflective journals, and interviews. The theoretical framework was based on Vygotsky’s (1987) theory of social learning, Krashen’s (1985) input hypothesis and Wegner’s (1998) community practice. Vygotsky’s social learning theory bolstered the social component of collaborative writing. Wenger’s community of practice introduced the concept of mutual thinking and problem solving approach through the CBCW writing process, which was a strategic component of the research, and Krashen’s input hypothesis supported second language acquisition in this study. This theoretical model directed the adoption of a qualitative research. For data analysis, thematic and descriptive analysis techniques were implemented and the convergence model of triangulation was used for interpretation and comparison of different data sources. The results showed the favorable perceptions of participants, and demonstrated various pedagogical advantages and challenges which were categorized in technological, social and psychological, and cognitive and linguistic themes. Strategies for resolving the issues through social negotiations were identified, and later facilitated by the application of sociocultural and community of practice theories in synchronous classes. Hence, this study facilitated exploring the whole process of implementing CBCW in a Saudi university, and provided some practical recommendations and strategies to implement CBCW in a similar EFL milieu.

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