Enhancing EFL Learning: Exploring the Impact of Collaborative Writing Activities Rooted in PBL

Abstract

The purpose of this study was to investigate how EFL (English as a Foreign Language) college students perceive the Problem-Based Learning (PBL)-based collaborative writing activities in their English courses, as well as to assess the impact of these activities on their writing skills and transformation of their perceptions toward writing. Seventy-seven students from two general English classes participated in this study. The drafts produced from the PBL-based collaborative writing sessions were evaluated using Holst’s (1993) writing evaluation rubric for comparative analysis. Additionally, both quantitative and qualitative methods were applied to analyze the surveys and reflective journals. The findings revealed that while there was no significant difference in scores between the initial and final drafts written collaboratively, the students displayed positive perceptions toward English writing through their participation in PBL-based collaborative writing. Moreover, these activities facilitated authentic vocabulary learning and fostered enjoyment through collaboratively solving new problems and experiencing a sense of achievement.