Arabic as a Second Language Learners’ Attitudes Toward Collaborative Writing

Alelyan, FAHD

doi:10.21608/edusohag.2020.116705

Arabic as a Second Language Learners’ Attitudes Toward Collaborative Writing

Document Type : Original Article

Author

FAHD alelyan

Assistant Professor of Applied Linguistics Department of Applied Linguistics - Institute for Teaching Arabic Language Imam Muhammad Bin Saud Islamic University Kingdom of Saudi Arabia

10.21608/edusohag.2020.116705

Abstract

The current study was driven by Vygotsky’s sociocultural theory and aimed at investigating the extent to which collaborative writing activities could improve Arabic as a second language learners’ writing skill as well as other language skills such as speaking and grammar. In addition, the study investigated the learners’ attitudes toward collaborative writing and their preference for this type of activities over individual writing. Using a mixed-method approach, the researcher surveyed 39 students enrolled in an Arabic language institute and conducted semi-structured interviews with six learners to cross-validate the learners’ answers. The results showed that collaborative writing improved the learners’ writing skills as well as their speaking and grammar skills. Also, the learners showed positive attitudes towards collaborative writing and preferred this type of writing over individual writing. The study concluded with some implications and recommendations for future research.

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