The Applicability of Collaborative Writing in the Post-Graduate Context

Abstract

The present study aims to explore post-graduate EFL learners' perceptions, emotions, emotion regulation, and agentic engagement during an argumentative CW task. The procedure lasted around six weeks during which the post-graduate learners completed one argumentative task collaboratively. Data was collected through session evaluation forms, overall evaluation forms, critical incident analysis, as well as follow-up semi-structured interviews. For critical incident analysis, the learners were asked to identify the critical incidents they have experienced during the CW task and draw a plot of them. This enabled the leaners to see the process retrospectively. The session and overall evaluation forms provided substantial data regarding how the participants viewed CW process and what emotions they went through. Semi-structured interviews were conducted based on the critical incidents. Based on the findings, the study makes an overall evaluation of the applicability of CW at post-graduate level and proposes the flexible collaborative writing model based on the findings.