TÁC ĐỘNG CỦA VIẾT HỢP TÁC TÍCH HỢP CÔNG NGHỆ LÊN NĂNG LỰC VIẾT CỦA SINH VIÊN TIẾNG ANH: CÁCH TIẾP CẬN QUY TRÌNH - THỂ LOẠI ĐỐI VỚI BÀI LUẬN SO SÁNH
Nội dung chính của bài viết
Tóm tắt
Nghiên cứu bán thực nghiệm này phân tích tác động của viết hợp tác tích hợp công nghệ đối với năng lực viết bài luận so sánh của 79 người học tiếng Anh tại một trường đại học công lập ở Việt Nam. Sinh viên được chia thành nhóm thực nghiệm (EG) và nhóm đối chứng (CG), đều học theo cách tiếp cận viết quy trình - thể loại, nhưng chỉ nhóm EG được hỗ trợ bởi công nghệ. Năng lực viết được đánh giá trước và sau can thiệp dựa trên mức độ hoàn thành nhiệm vụ, tổ chức, ngữ pháp, từ vựng và chất lượng tổng thể. Trước khi can thiệp, không có sự khác biệt đáng kể giữa hai nhóm ở tất cả các tiêu chí đánh giá. Kết quả phân tích sau can thiệp cho thấy mặc dù cả hai nhóm đều cải thiện điểm số tổng thể, nhóm EG đạt tiến bộ hơn về kỹ năng tổ chức bài viết và độ chính xác ngữ pháp, trong khi nhóm CG nổi trội hơn về mức độ hoàn thành nhiệm vụ. Sự phát triển từ vựng ở cả hai nhóm đều ở mức hạn chế. Nghiên cứu gợi ý kết hợp viết truyền thống và viết có hỗ trợ công nghệ để nâng cao hiệu quả dạy viết luận tiếng Anh.
Từ khóa
bài luận so sánh, viết hợp tác tích hợp công nghệ, tiêu chí chấm điểm, cách tiếp cận quy trình - thể loại
Chi tiết bài viết
Tài liệu tham khảo
Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153-160. https://doi.org/10.1093/elt/54.2.153
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
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