Dr. SedigehVahdat, Sadegh Ghobadi & Somayeh Rezaei
Shahid Chamran University of Ahvaz & Hamadan Payam Noor University
The present study aimed at comparing student's collaborative and individual writings in terms of Fluency, accuracy and complexity. It also aimed at investigating students' viewpoints on the collaborative writing process and whether there was a link between student personality type, extrovertness and introvertness, and their better performance in one of the above mentioned forms of writing. To achieve this end, a sample of 13 lower-intermediate and intermediate students were chosen. The students were homogenized and their personality type was determined by using the Eysenck Personality Test. Next, they were given two picture prompts during two separate sessions and in the first session they were asked to write individually and in the second session they were asked to write in pairs. In addition, they answered six questions about their experience of collaborative writing. The writing samples were analyzed both quantitatively and qualitatively. The fluency of the texts were measured in terms of the total number of words, and accuracy and complexity were based on a count of T-units and clause analysis. For determining qualitative measures the writing samples were rated globally using the Common Educational Proficiency Assessment (CEPA) for Writing scale. The results showed that the individually written texts were both more fluent and more complex (in one factor) while the collaboratively produced texts were more accurate. However, the observed differences were not statistically significant. No correlation was found between the writing samples and extrovertness/introvertness. Finally, the students had positive views about the experience of collaborative writing.
The above abstract is part of the article which was accepted at The Second National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 4-5 February 2016 , Iran-Ahwaz.