Ali, H. (2021). The Impact of a Program Based on Collaborativist Learning Theory on Developing EFL Critical Writing Skills and Interaction among Languages and Translation Students. CDELT Occasional Papers in the Development of English Education, 75(1), 215-252. doi: 10.21608/opde.2021.208443
Hoda Ali Ali. "The Impact of a Program Based on Collaborativist Learning Theory on Developing EFL Critical Writing Skills and Interaction among Languages and Translation Students". CDELT Occasional Papers in the Development of English Education, 75, 1, 2021, 215-252. doi: 10.21608/opde.2021.208443
Ali, H. (2021). 'The Impact of a Program Based on Collaborativist Learning Theory on Developing EFL Critical Writing Skills and Interaction among Languages and Translation Students', CDELT Occasional Papers in the Development of English Education, 75(1), pp. 215-252. doi: 10.21608/opde.2021.208443
Ali, H. The Impact of a Program Based on Collaborativist Learning Theory on Developing EFL Critical Writing Skills and Interaction among Languages and Translation Students. CDELT Occasional Papers in the Development of English Education, 2021; 75(1): 215-252. doi: 10.21608/opde.2021.208443
The Impact of a Program Based on Collaborativist Learning Theory on Developing EFL Critical Writing Skills and Interaction among Languages and Translation Students
The current study aimed at examining the impact of a program based on collaborativist learning theory on developing EFL critical writing skills and interaction among second-year languages and translation students. The study adopted a quasi-experimental design. One experimental group of 33 EFL students at second-year Faculty of Languages and translation in the academic year 2020/2021 was randomly chosen to participate in the study. They received instruction through Microsoft teams in the light of a program based on collaborativist learning theory. To determine the necessary critical writing skills to be enhanced through the treatment, a checklist was designed, and the critical writing skills were approved by the jury members. Based on these skills, a critical writing test was developed and used as a pre-post test. In addition, an EFL interaction scale was designed and approved by the jury members to measure the students’ level of interaction in English language classes. The t- test was used for the statistical analysis of data. Results showed that there was a statistically significant difference between the mean scores of the experimental group in the pre- and post-test in overall critical writing skills and each sub-skill, favoring the post test scores. There was also a statistically significant difference between the mean scores of the experimental group in the post-administration of the EFL interaction scale and the test value, favoring the post administration. Therefore, the collaborativist learning theory based program had a positive effect on developing EFL critical writing skills and interaction among second-year languages and translation students.
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