Enhancing ESL Students' Academic Writing Skills Through Collaborative Learning.
The study examines whether students' academic writing skills can be enhanced through collaborative learning, given the social constructive and sociocultural framework in the ESL context in India. It also intends to discover the developmental process, effectiveness of peer feedback, and students' att...
| Publicado en: | IUP Journal of English Studies Vol. 20; no. 4; pp. 87 - 112 |
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| Formato: | Artículo |
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IUP Publications
Dec2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=191558834&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 191558834 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 09733728 AUDX jtl: IUP Journal of English Studies issn: 09733728 maglogo: N pubinfo: dt: Dec2025 vid: 20 iid: 4 pid: 31374 pub: IUP Publications artinfo: ui: 191558834 10.71329/IUPJES/2025.20.4.86-110 ppf: 87 ppct: 25 formats: fmt: @attributes: type: P size: 2.1MB tig: atl: Enhancing ESL Students' Academic Writing Skills Through Collaborative Learning. aug: au: Kumar, Amit affil: Associate Professor, Department of English and Other Languages, School of Humanities and Social Sciences, GITAM (Deemed to be University), Rudraram Village, Patancheru Mandal, Hyderabad 502329, Telangana, India su: Collaborative learning Student attitudes Psychological feedback Academic discourse English as a foreign language Teaching aids India sug: subj: India Collaborative learning Student attitudes Psychological feedback Academic discourse English as a foreign language Teaching aids keyword: Academic writing Peer-feedback Process approach to writing ab: The study examines whether students' academic writing skills can be enhanced through collaborative learning, given the social constructive and sociocultural framework in the ESL context in India. It also intends to discover the developmental process, effectiveness of peer feedback, and students' attitudes and perceptions with regard to developing writing skills in ESL collaborative contexts. Comprising a three-stage research design which involved 48 students of the higher secondary regional medium, the 'pre-intervention' stage of the study aims to understand the existing situation by analyzing the prescribed textbook, administering questionnaires, observing classes, and conducting diagnostic tests and interviews. As the incorporation of collaborative learning involves a process, the second stage, 'during-intervention' was intended to assess the intensive instructional process of academic writing, including an administration of a mid-achievement test. Finally, the 'post-intervention' stage administered an achievement test and perception checklist, followed by semi-structured interviews to discover the effectiveness of collaborative learning. The analysis and interpretation of the data suggested that collaborative learning effectively enhances students' academic writing skills with affirmative perceptions, beliefs, and attitudes. Ultimately, these interpretations have substantial implications for classroom pedagogy, material development, teachers' professional development, and policymaking. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of IUP Journal of English Studies is the property of IUP Publications and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: IUP Journal of English Studies holder: IUP Publications dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
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