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Collaborative writing of argumentative essays in an efl blended course: Chilean pre-service teachers' perceptions and self-assessment

dc.contributor.authorRosales L.U.
dc.contributor.authorÁlvarez L.G.
dc.contributor.authorCarrillo K.S.
dc.contributor.authorPezo P.E.
dc.date.accessioned2020-09-02T22:27:29Z
dc.date.available2020-09-02T22:27:29Z
dc.date.issued2020
dc.identifier10.17533/udea.ikala.v25n02a10
dc.identifier.citation25, 2, 307-327
dc.identifier.issn01233432
dc.identifier.urihttps://hdl.handle.net/20.500.12728/6085
dc.descriptionThis mixed method research project sought to unveil pre-service efl teachers' perceptions about the collaborative writing of argumentative texts in a blended environment at a Chilean university, as well as their self-assessment of their performance during the process. Thirty-three senior students took part in a twelve-lesson workshop assisted by a file storage and synchronization service. Data collection included a semi-structured interview, a Likert-scale survey, and a tailor-made selfassessment rubric. Findings indicated that participants held positive perceptions of the collaborative process and were very satisfied with task evaluation, quality of interaction, and goal setting. The analysis also showed a significant correlation between the participants' perceptions of collaboration and their performance self-assessment. The results suggested that blended collaborative writing should be considered in courses aimed at developing pre-service teachers' efl communicative competence. It would help them maximize their writing skills in English and reinforce their interpersonal skills in foreign language learning processes. © 2020, Universidad de Antioquia.
dc.language.isoen
dc.publisherUniversidad de Antioquia
dc.subjectArgumentative texts
dc.subjectBlended learning
dc.subjectCollaborative learning
dc.subjectEfl
dc.subjectL2 writing
dc.subjectPerceptions
dc.subjectPre-service teachers
dc.subjectSelf-assessment
dc.titleCollaborative writing of argumentative essays in an efl blended course: Chilean pre-service teachers' perceptions and self-assessment
dc.typeArticle


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