Chang, Karen Chung-chien

Department of Foreign Languages and Applied Linguistics, National Taipei University, Taiwan

Abstract: Writing, among the four basic skills of learning a foreign language, is often considered the most challenging. Writing requires not only teachers to read through students’ works carefully but also students to spend time improving their works routinely. This study, implemented in the course of Technical Writing, was carried out during the academic years of 2022 and 2023 in Taiwan. Its course design adopted collaborative writing (CW) as the learning framework. Working in groups, the students went through different stages of composing a piece of technical writing. After the CW part was completed, the students moved on to individual writing. Incorporating a multi-drafting process and three writing projects, the course was designed to lead the students to develop the competence for completing different types of technical writing. This study made use of three data collection tools: one survey, students’ writing logs, and an interview. The findings have shown CW greatly enhanced the students’ confidence in writing, improved their skills in multiple aspects, and elevated their competence levels in revising their works with teacher-provided feedback. Furthermore, CW exerts great scaffolding effects in cultivating student feedback literacy and enables them to apply revision skills to their individual essay revisions.

Key words: collaborative writing, student feedback literacy, feedback for revision, feedback literacy development

Note: This is a pre-proof version and is subject to change during the editing process.