Technology Enhanced Collaborative Writing in Indonesian EFL Classroom

This study reports on the use of two types of technology in collaborative writing in English as a foreign language (EFL) classrooms in Indonesia: e-collaborative computer assisted language learning (CALL) and e-resources CALL. In particular, it investigates: 1) teachers’ and pupils’ perceptions of collaborative writing; 2) teachers’ and pupils’ perceptions of technology use in EFL collaborative writing; and 3) the effects on pupils’ writing achievements of the two types of technology integration in EFL collaborative writing. This study employed a mixed methods approach. Six teachers and 192 pupils from six schools participated in this study, were selected using two sampling strategies, purposive and random cluster sampling. They were assigned to three research groups: an experiment group that undertook EFL collaborative writing with access to e-collaborative CALL, an active control group that used e-resources CALL, and a passive control group that had no access to technology. Interviews with teachers and focus group interviews with pupils were conducted to investigate their perceptions of collaborative writing and technology use in EFL collaborative writing. These qualitative data were analysed using thematic analysis. In addition, writing tests were given to the pupils before and after an intervention to evaluate the effect of technology use on pupils’ writing achievements. Non-parametric tests were carried out to analyse these quantitative data.