Journal of new advances in English Language Teaching and Applied Linguistics

Journal of new advances in English Language Teaching and Applied Linguistics

Collaborative Discovery Learning and EFL Learners’ Writing Performance: A Mixed-Methods Study

Document Type : Original Article

Authors
1 Department of English, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
2 Department of English, AhvazBranch, Islamic Azad University, Ahvaz, Iran
10.22034/jeltal.2024.6.2.1
Abstract
This mixed-methods study explored the effect of collaborative discovery learning on EFL learners’ writing performance. To this end, 60 intermediate EFL learners from two classes at a language institute were non-randomly selected. A writing pretest was administered to the participants. Then, each class was assigned to a group, experimental or control. In the experimental group, the writing skill was instructed based on collaborative discovery learning, while in the control group, writing was instructed based on a traditional approach. After eight weeks, the participants in both groups took a writing posttest. The results of independent samples t-tests showed that there was a statistically significant difference between the two groups’ mean scores on the writing posttest, indicating the outperformance of the experimental group over the control group. Moreover, the results of the semi-structured interview revealed that collaborative discovery learning could enhance both performance and perception of the EFL learners in the experimental group. The findings advocate for rethinking traditional classroom practices by prioritizing learner collaboration and inquiry-driven tasks to better address real-world communication challenges.
Keywords

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Volume 6, Issue 2 - Serial Number 2
September 2024
Pages 1-21

  • Receive Date 09 May 2024
  • Revise Date 23 May 2024
  • Accept Date 30 May 2024