Collaborative Writing of Argumentative Essays in an EFL Blended Course: Chilean Pre-Service Teachers’ Perceptions and Self-Assessment

Keywords: collaborative learning, L2 writing, Web 2.0, digital literacy, pre-service teachers, English as a foreign language, blended learning

Abstract

This 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.

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Author Biographies

Lucía Ubilla-Rosales, Universidad Católica de Temuco

Ph. D., Linguistics, Universidad de Concepción, Chile.
Program Head, Master’s Program in Teaching English as a Foreign Language, Faculty of Education, Universidad Católica de Temuco, Chile.
lubilla@uct.cl
http://orcid.org/0000-0001-9933-7997

Lilian Gómez-Álvarez, Universidad de Concepción

Ph. D., Human Sciences, University of Nebraska-Lincoln, USA.
Associate Professor, Department of Foreign Languages, Faculty of Humanities and Art, Universidad de Concepción, Chile
ligomez@udec.cl

Katia Sáez-Carrillo, Universidad de Concepción

Ph. D. Electrical Engineering, Universidad Católica de Rio de Janeiro, Brazil
Associate Professor, Faculty of Physical Sciences and Mathematics, Universidad de Concepción, Chile
ksaez@udec.cl

Paulo Etchegaray-Pezo, Universidad Autónoma de Chile

M. A., Teaching English as a Foreign Language (TEFL), Universidad Católica de Temuco, Chile
Academic Coordinator and Professor, English Language Teaching Program, Education Faculty, Universidad Autónoma de Chile, Chile

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Published
2020-02-05
How to Cite
Ubilla-Rosales, L., Gómez-Álvarez, L., Sáez-Carrillo, K., & Etchegaray-Pezo, P. (2020). Collaborative Writing of Argumentative Essays in an EFL Blended Course: Chilean Pre-Service Teachers’ Perceptions and Self-Assessment. Íkala, 25(2), 307-327. https://doi.org/10.17533/10.17533/udea.ikala.v25n02a10
Section
Empirical Studies