English majors’ perceptions of the effects of collaborative writing in tertiary academic writing classrooms
Abstract
This article aims to explore students' perceptions towards collaborative writing in the academic writing classrooms. The study was carried out with the participation of Quy Nhon University’s 120 third-year English Language majors. The data were collected through questionnaires and interview and then analyzed both quantitatively and qualitatively. The findings of the study revealed that the students’ views on the effects of collaborative writing in writing classrooms were positive. Specifically, the students were in favor of the use of collaborative writing in writing classrooms as it significantly contributed to their knowledge, skills and attitudes. However, uneven work division during collaborative writing activities needs to be taken into consideration for the desired outcomes in the teaching and learning process.