THE IMPACT OF ICT-INTEGRATED COLLABORATIVE WRITING ON EFL STUDENTS’ PERFORMANCE: A PROCESS-GENRE APPROACH TO COMPARISON ESSAYS
Main Article Content
Abstract
This quasi-experimental research analyzed how Information and Communication Technology (ICT)-integrated collaborative writing shapes comparison essay performance among 79 Vietnamese learners who were divided into experimental group (EG) and control group (EG) at a public university. Both EG and CG attended a process-genre writing approach with five stages. However, merely the EG were supported with ICT platforms and tools; while the CG attended traditional writing classes. The writing performance assessment evaluated comparison essays before and after the intervention according to their task fulfillment, organization, grammar, vocabulary, and overall writing quality. Before the intervention started, no noteworthy distinctions existed between the participant groups based on all assessment metrics. The analysis after the intervention indicated that while both groups improved the overall scores, the EG demonstrated gains in organizational skills and grammatical accuracy, whereas the CG excelled in task fulfillment. Vocabulary development showed minimal improvement in both groups. The study implies the complementary strengths of traditional and technology-assisted collaborative writing. Further studies should advocate a blended instructional approach to maximize EFL students’ writing performance.
Keywords
comparison essays, ICT-integrated collaborative writing, criteria scoring, process-genre writing approach
Article Details
References
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Do, N. D., Nguyen, H. M., Chu, T. A., & Nguyen, H. T. (2023). The use of Padlet in EFL writing classes in Vietnam: From teachers’ perspectives. AsiaCALL, ASSEHR, 744, 167–176. https://doi.org/10.2991/978-2-38476-042-8_15
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Guo, Y. (2005). A process genre model for teaching writing. English Teaching Forum, 43(3), 18-26. https://www.scirp.org/reference/referencespapers?referenceid=1460164
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148-164. https://www.scirp.org/reference/referencespapers?referenceid=1460166
Im, J. H., & Lee, J. (2022). The effects of Padlet use on writing anxiety and strategy use in online English writing learning. Journal of Digital Convergence, 20(5), 69-75. https://doi.org/10.14400/JDC.2022.20.5.069
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Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: Teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103-122. https://doi.org/10.1080/0305764X.2016.1259389
Li, M., & Zhu, W. (2017). Good or bad collaborative wiki writing: Exploring links between group interactions and writing products. Journal of Second Language Writing, 35, 38-53. https://doi.org/10.1016/j.jslw.2017.01.003
Matsuda, P. K. (2003). Process and post-process: A discursive history. Journal of Second Language Writing, 12(1), 65-83. https://doi.org/10.1016/S1060-3743(02)00127-3
McDonough, K., De Vleeschauwer, J., & Crawford, W. (2019). Comparing the quality of collaborative writing, collaborative prewriting, and individual texts in a Thai EFL context. System, 74, 109-120. https://doi.org/10.1016/j.system.2018.02.010
Nguyen, M. H. (2017). Negotiating contradictions in developing teacher identity during the EAL practicum in Australia. Asia-Pacific Journal of Teacher Education, 45(4), 399-415. https://doi.org/10.1080/1359866X.2017.1295132
Nguyen, T. H. N., & Nguyen, T. T. H. (2022). Use of Google Docs in teaching and learning English online to improve students’ writing performance. International Journal of TESOL & Education, 2(2), 186-200. https://doi.org/10.54855/ijte.222210
Nguyen, T. T. H. & Pham, T. H. N. (2026). Enhancing students’ performance on cause-effect essay through ICT-supported collaborative writing. International Journal of TESOL Studies, 8(2), 128-150. https://doi.org/10.58304/ijts.250904
Nguyen, T. T. H. & Pham, T. H. N. (2025). The impact of ICT-supported collaborative writing on Vietnamese EFL students’ descriptive essay performance: A quasi-experimental study. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2025.2599155
Nguyen, T. M. D. & Trang, H. N. (2023). The effects of using peer feedback through Padlet on EFL students’ email writing and their learning motivation. International Journal of Social Science and Human Research, 6(6), 3400-3409. https://doi.org/10.47191/ijsshr/v6-i6-24
Olives, H. G. M. (2019). Implementing the writing process through the collaborative use of Padlet. [Master thesis, Universidad Casa Grande]. Guayaquil, Ecuador.
Oshima, A., & Hogue, A. (2006). Writing academic English (4th ed.). Pearson Longman. https://minams.edu.pk/cPanel/ebooks/english/Writing%20Academic%20English%20-%20Alice%20Oshima.pdf
Pasand, P. G., & Haghi, E. B. (2013). Process-product approach to writing: The effect of model essays on EFL learners' writing accuracy. International Journal of Applied Linguistics & English Literature, 2(1), 75-79. https://doi.org/10.7575/ijalel.v.2n.1p.75
Peungcharoenkun, T., & Waluyo, B. (2023). Implementing process-genre approach, feedback, and technology in L2 writing in higher education. Asian-Pacific Journal of Second and Foreign Language Education, 8, 34. https://doi.org/10.1186/s40862-023-00211-7
Pham, V. P. H., & Usaha, S. (2016). Blog-based peer response for L2 writing revision. Computer Assisted Language Learning, 29(4), 724-748. https://doi.org/10.1080/09588221.2015.1026355
Rahimi, M. (2024). Effects of integrating motivational instructional strategies into a process-genre writing instructional approach on students' engagement and argumentative writing. System, 121, 103261. https://doi.org/10.1016/j.system.2024.103261
Rusinovci, X. (2024). Revisiting the process-genre approach to teaching L2 writing from an action research perspective. The International Journal of Literacies, 31(2), 41-56.
https://doi.org/10.18848/2327-0136/CGP/v31i02/41-56
Smalley, R. L., & Ruetten, M. K. (1990). Refining composition skills: Rhetoric and grammar (3rd ed.). Heinle & Heinle. https://www.semanticscholar.org/paper/Refining-Composition-Skills%3A-Rhetoric-and-Grammar-Smalley-Ruetten/4b9e6aa822bf0b7eb148e2a42cdb63bd5af88b5c
Sorenson, S. (1992). Webster's new world student writing handbook (2nd ed.). Prentice Hall. https://openlibrary.org/books/OL1712367M/Webster's_New_World_student_writing_handbook
Storch, N. (2013). Collaborative writing in L2 classrooms. Multilingual Matters. https://www.academia.edu/63158650/Collaborative_Writing_in_L2_Classrooms
Strobl, C. (2014). Affordances of Web 2.0 technologies for collaborative advanced writing in a foreign language. CALICO Journal, 31(1), 1-18. https://utppublishing.com/doi/abs/10.1558/cj.31.1.1-18?journalCode=calico
Thai, N. H. T., & Nguyen, T. N. (2022). The impact of collaborative writing via Padlet on students’ writing performance and their attitudes. Proceedings of HCMCOUJS, 17(2), 25-39. 10.46223/HCMCOUJS.proc.vi.17.2.2514.2022
Tran, T. H. N. & Su, A. A. T. (2025). EFL students’ perceptions in collaborative writing via Google Docs: A case study at Van Lang University. Computer-assisted Language Learning, 16(1), 264–281. https://doi.org/10.54855/acoj.2516113
Thirakunkovit, S. & Chamcharatsri, B. (2019). A meta-analysis of effectiveness of teacher and peer feedback: Implications for writing instruction and research. The Asian EFL Journal, 21(1), 140-170. https://www.researchgate.net/publication/331179141_A_meta-analysis_of_effectiveness_of_teacher_and_peer_feedback_Implications_for_writing_instructions_and_research
Vo, T. N. D. & Nguyen, T. H. (2022). Using Padlet for brainstorming ideas in teaching writing online. In Proceedings of Sciences Conferences, University level (pp. 385 – 391).
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Warschauer, M. (2004). Technological change and the future of CALL. In S. Fotos & C. Browne (Eds.), New perspectives on CALL for second language classrooms (pp.15-26). Mahwah, NJ: Lawrence Erlbaum Associates. https://api.pageplace.de/preview/DT0400.9781135628482_A24928426/preview-9781135628482_A24928426.pdf
Warschauer, M. & Healey, D. (1998). Computers and language learning: An overview. Language teaching, 31(2), 57-71. https://doi.org/10.1017/S0261444800012970
White, R., & McGovern, D. (1994). Writing: A student's book. English for academic study series. Prentice Hall. https://www.amazon.com/Writing-Students-English-Academic-Study/dp/0130178802
Wigglesworth, G., & Storch, N. (2009). Pair versus individual writing: Effects on fluency, complexity and accuracy. Language Testing, 26(3), 445-466. https://doi.org/10.1177/0265532209104670
Yeh, S. F. (2021). Collaborative writing on Google Docs: Taiwanese students’ participation, behaviors, and writing trajectories with real-work online tasks. Advances in Language and Literary Studies, 12(3), 73. http://doi.org/10.7575/aiac.alls.v.12n.3.p.73
Yim, S., Wang, D., Olson, J., Vu, V., & Warschauer, M. (2021). Synchronous collaborative writing in the classroom: Undergraduates’ collaboration practices and their impact on writing style, quality, and quantity. In Proceedings of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing (pp. 468-479). https://doi.org/10.1145/2998181.2998356
Yu, S., & Lee, I. (2016). Peer feedback in second language writing (2005–2014). Language Teaching, 49(4), 461-493. https://doi.org/10.1017/S0261444816000161
Zheng, L. (2017). Knowledge building and regulation in computer-supported collaborative learning. Springer. https://doi.org/10.1007/978-981-10-1972-2
Bailey, D. R., & Lee, A. R. (2020). An exploratory study of Grammarly in the language learning context: An analysis of test-based, textbook-based and facebook corpora. TESOL International Journal, 15(2). https://files.eric.ed.gov/fulltext/EJ1268470.pdf
Bikowski, D., & Vithanage, R. (2016). Effects of web-based collaborative writing on individual L2 writing development. Language Learning & Technology, 20(1), 79-99. http://dx.doi.org/10125/44447
Creswell, J.W., & Guetterman, T. C. (2019). Educational research: Planning, conducting, and evaluating qualitative and quantitative research. Pearson, New York. https://www.scirp.org/reference/referencespapers?referenceid=3487572
Dizon, G., & Gayed, J. M. (2021). Examining the impact of Grammarly on the quality of mobile L2 writing. JALT CALL Journal, 17(2), 74-92. https://doi.org/10.29140/jaltcall.v17n2.336
Dobao, A. F. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing, 21(1), 40-58. https://doi.org/10.1016/j.jslw.2011.12.002
Do, N. D., Nguyen, H. M., Chu, T. A., & Nguyen, H. T. (2023). The use of Padlet in EFL writing classes in Vietnam: From teachers’ perspectives. AsiaCALL, ASSEHR, 744, 167–176. https://doi.org/10.2991/978-2-38476-042-8_15
Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33-56). Ablex. https://www.scirp.org/reference/ReferencesPapers?ReferenceID=933171
Everett, L. (1992). Writing for study purposes: A teacher’s guide to developing individual writing skills, Arthur Brookes & Peter Grundy (Eds.). Studies in Second Language Acquisition, 14(1), 119. https://doi.org/10.1017/S0272263100010706
Folse, K. S., Mahnke, M. K., Solomon, E. V., & Williams, L. (2015). Great writing 3: From great paragraphs to great essays (3rd ed.). National Geographic Learning. http://eltngl.com/products/9781285194929
Guo, Y. (2005). A process genre model for teaching writing. English Teaching Forum, 43(3), 18-26. https://www.scirp.org/reference/referencespapers?referenceid=1460164
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148-164. https://www.scirp.org/reference/referencespapers?referenceid=1460166
Im, J. H., & Lee, J. (2022). The effects of Padlet use on writing anxiety and strategy use in online English writing learning. Journal of Digital Convergence, 20(5), 69-75. https://doi.org/10.14400/JDC.2022.20.5.069
Koltovskaia, S. (2023). Student engagement with automated written corrective feedback (AWCF) provided by Grammarly: A multiple case study. Assessing Writing, 44, 100450. https://doi.org/10.1016/j.asw.2020.100450
Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: Teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103-122. https://doi.org/10.1080/0305764X.2016.1259389
Li, M., & Zhu, W. (2017). Good or bad collaborative wiki writing: Exploring links between group interactions and writing products. Journal of Second Language Writing, 35, 38-53. https://doi.org/10.1016/j.jslw.2017.01.003
Matsuda, P. K. (2003). Process and post-process: A discursive history. Journal of Second Language Writing, 12(1), 65-83. https://doi.org/10.1016/S1060-3743(02)00127-3
McDonough, K., De Vleeschauwer, J., & Crawford, W. (2019). Comparing the quality of collaborative writing, collaborative prewriting, and individual texts in a Thai EFL context. System, 74, 109-120. https://doi.org/10.1016/j.system.2018.02.010
Nguyen, M. H. (2017). Negotiating contradictions in developing teacher identity during the EAL practicum in Australia. Asia-Pacific Journal of Teacher Education, 45(4), 399-415. https://doi.org/10.1080/1359866X.2017.1295132
Nguyen, T. H. N., & Nguyen, T. T. H. (2022). Use of Google Docs in teaching and learning English online to improve students’ writing performance. International Journal of TESOL & Education, 2(2), 186-200. https://doi.org/10.54855/ijte.222210
Nguyen, T. T. H. & Pham, T. H. N. (2026). Enhancing students’ performance on cause-effect essay through ICT-supported collaborative writing. International Journal of TESOL Studies, 8(2), 128-150. https://doi.org/10.58304/ijts.250904
Nguyen, T. T. H. & Pham, T. H. N. (2025). The impact of ICT-supported collaborative writing on Vietnamese EFL students’ descriptive essay performance: A quasi-experimental study. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2025.2599155
Nguyen, T. M. D. & Trang, H. N. (2023). The effects of using peer feedback through Padlet on EFL students’ email writing and their learning motivation. International Journal of Social Science and Human Research, 6(6), 3400-3409. https://doi.org/10.47191/ijsshr/v6-i6-24
Olives, H. G. M. (2019). Implementing the writing process through the collaborative use of Padlet. [Master thesis, Universidad Casa Grande]. Guayaquil, Ecuador.
Oshima, A., & Hogue, A. (2006). Writing academic English (4th ed.). Pearson Longman. https://minams.edu.pk/cPanel/ebooks/english/Writing%20Academic%20English%20-%20Alice%20Oshima.pdf
Pasand, P. G., & Haghi, E. B. (2013). Process-product approach to writing: The effect of model essays on EFL learners' writing accuracy. International Journal of Applied Linguistics & English Literature, 2(1), 75-79. https://doi.org/10.7575/ijalel.v.2n.1p.75
Peungcharoenkun, T., & Waluyo, B. (2023). Implementing process-genre approach, feedback, and technology in L2 writing in higher education. Asian-Pacific Journal of Second and Foreign Language Education, 8, 34. https://doi.org/10.1186/s40862-023-00211-7
Pham, V. P. H., & Usaha, S. (2016). Blog-based peer response for L2 writing revision. Computer Assisted Language Learning, 29(4), 724-748. https://doi.org/10.1080/09588221.2015.1026355
Rahimi, M. (2024). Effects of integrating motivational instructional strategies into a process-genre writing instructional approach on students' engagement and argumentative writing. System, 121, 103261. https://doi.org/10.1016/j.system.2024.103261
Rusinovci, X. (2024). Revisiting the process-genre approach to teaching L2 writing from an action research perspective. The International Journal of Literacies, 31(2), 41-56.
https://doi.org/10.18848/2327-0136/CGP/v31i02/41-56
Smalley, R. L., & Ruetten, M. K. (1990). Refining composition skills: Rhetoric and grammar (3rd ed.). Heinle & Heinle. https://www.semanticscholar.org/paper/Refining-Composition-Skills%3A-Rhetoric-and-Grammar-Smalley-Ruetten/4b9e6aa822bf0b7eb148e2a42cdb63bd5af88b5c
Sorenson, S. (1992). Webster's new world student writing handbook (2nd ed.). Prentice Hall. https://openlibrary.org/books/OL1712367M/Webster's_New_World_student_writing_handbook
Storch, N. (2013). Collaborative writing in L2 classrooms. Multilingual Matters. https://www.academia.edu/63158650/Collaborative_Writing_in_L2_Classrooms
Strobl, C. (2014). Affordances of Web 2.0 technologies for collaborative advanced writing in a foreign language. CALICO Journal, 31(1), 1-18. https://utppublishing.com/doi/abs/10.1558/cj.31.1.1-18?journalCode=calico
Thai, N. H. T., & Nguyen, T. N. (2022). The impact of collaborative writing via Padlet on students’ writing performance and their attitudes. Proceedings of HCMCOUJS, 17(2), 25-39. 10.46223/HCMCOUJS.proc.vi.17.2.2514.2022
Tran, T. H. N. & Su, A. A. T. (2025). EFL students’ perceptions in collaborative writing via Google Docs: A case study at Van Lang University. Computer-assisted Language Learning, 16(1), 264–281. https://doi.org/10.54855/acoj.2516113
Thirakunkovit, S. & Chamcharatsri, B. (2019). A meta-analysis of effectiveness of teacher and peer feedback: Implications for writing instruction and research. The Asian EFL Journal, 21(1), 140-170. https://www.researchgate.net/publication/331179141_A_meta-analysis_of_effectiveness_of_teacher_and_peer_feedback_Implications_for_writing_instructions_and_research
Vo, T. N. D. & Nguyen, T. H. (2022). Using Padlet for brainstorming ideas in teaching writing online. In Proceedings of Sciences Conferences, University level (pp. 385 – 391).
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Warschauer, M. (2004). Technological change and the future of CALL. In S. Fotos & C. Browne (Eds.), New perspectives on CALL for second language classrooms (pp.15-26). Mahwah, NJ: Lawrence Erlbaum Associates. https://api.pageplace.de/preview/DT0400.9781135628482_A24928426/preview-9781135628482_A24928426.pdf
Warschauer, M. & Healey, D. (1998). Computers and language learning: An overview. Language teaching, 31(2), 57-71. https://doi.org/10.1017/S0261444800012970
White, R., & McGovern, D. (1994). Writing: A student's book. English for academic study series. Prentice Hall. https://www.amazon.com/Writing-Students-English-Academic-Study/dp/0130178802
Wigglesworth, G., & Storch, N. (2009). Pair versus individual writing: Effects on fluency, complexity and accuracy. Language Testing, 26(3), 445-466. https://doi.org/10.1177/0265532209104670
Yeh, S. F. (2021). Collaborative writing on Google Docs: Taiwanese students’ participation, behaviors, and writing trajectories with real-work online tasks. Advances in Language and Literary Studies, 12(3), 73. http://doi.org/10.7575/aiac.alls.v.12n.3.p.73
Yim, S., Wang, D., Olson, J., Vu, V., & Warschauer, M. (2021). Synchronous collaborative writing in the classroom: Undergraduates’ collaboration practices and their impact on writing style, quality, and quantity. In Proceedings of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing (pp. 468-479). https://doi.org/10.1145/2998181.2998356
Yu, S., & Lee, I. (2016). Peer feedback in second language writing (2005–2014). Language Teaching, 49(4), 461-493. https://doi.org/10.1017/S0261444816000161
Zheng, L. (2017). Knowledge building and regulation in computer-supported collaborative learning. Springer. https://doi.org/10.1007/978-981-10-1972-2