Title Page
ABSTRACT
ACKNOWLEDGMENT
Contents
CHAPTER 1. INTRODUCTION 16
1.1. Purpose of the Study 16
1.2. Key Terms in the Study 21
1.2.1. Collaborative Writing and Individual Writing 21
1.2.2. Fluency, Accuracy, and Complexity of Writing 23
1.2.3. L2 Writing Anxiety 24
1.3. Limitations of the Study 25
CHAPTER 2. REVIEW OF THE LITERATURE 28
2.1. Pedagogical Theory of Collaborative Learning 28
2.2. Collaborative Writing and Individual Writing 30
2.3. The Nature of Collaborative Writing 36
2.4. Student's Perception on Collaborative Writing 44
2.5. Technology and Collaborative Writing 47
2.6. The Effects of Computer on Writing Performance and Writing Anxiety 50
CHAPTER 3. METHOD 53
3.1. Research Questions 53
3.2. Research Context 54
3.2.1. Participants 54
3.2.2. Class procedures 55
3.2.3. Group Formation for Collaborative Writing 56
3.2.4. Context of Writing 58
3.3. Research Instruments 60
3.3.1. Pre- and Post-Essay Writing Test 60
3.3.2. Collaborative Writing and Individual Writing 61
3.3.3. Group Talks during Collaborative Writing 62
3.3.4. Students' Perception Questionnaire 62
3.3.5. Students' Reflection Paper and Follow-up Interview 63
3.3.6. Students' Learning Log 64
3.3.7. L2 Writing Anxiety Scale 64
3.3.8. Background Questionnaire 65
3.4. Data Collection Procedure 65
3.5. Data Analysis 67
3.5.1. Comparison of Writing Fluency, Accuracy, and Complexity 67
3.5.2. Score of Essays 75
3.5.3. Group Talk during Collaborative Writing 77
3.5.4. Students' Perception Questionnaire 80
3.5.5. Students' Reflection Paper and Learning Log 80
3.5.6. L2 Writing Anxiety Scale 81
3.5.7. Background Questionnaire 81
CHAPTER 4. RESULTS AND DISCUSSION 82
4.1. Comparison of Collaborative and Individual Writing 82
4.1.1. Comparison of Writing in Terms of Fluency 82
4.1.2. Comparison of Writing in Terms of Accuracy 88
4.1.3. Comparison of Writing in Terms of Complexity 93
4.1.4. Comparison of Writing in Terms of Score 98
4.2. Collaborative Writing and Group Talk 101
4.2.1. Nature of Group Talk 101
4.2.2. Approach to Collaborative Writing 107
4.3. Students' Perception of Collaborative Writing 109
4.3.1. Students' Perception of Collaborative and Individual Writing 109
4.3.2. Students' Preferred Work Mode of Writing 119
4.3.3. Students' Perception of Using Google Docs for Writing 121
4.4. The Effect of a Web-based Writing on Writing Performance and Anxiety 128
4.4.1. Comparison of Pre-and Post-essay 128
4.4.2. Comparison of Pre-and Post-L2 Writing Anxiety 132
CHAPTER 5. CONCLUSION 134
5.1. Summary of the Findings 134
5.2. Pedagogical Implications 140
5.3. Suggestions for Further Studies 142
REFERENCES 144
국문요지 159
APPENDICES 163
Appendix A: Background Questionnaire 163
Appendix B: Writing Tasks 164
Appendix C: Students' Perception Questionnaire 166
Appendix D: L2 Writing Anxiety Scale 168
Appendix E: Guidelines for T-units, Clauses, and Errors 170
Appendix F: Analytic Scoring Guide 172
Appendix G: Coding Scheme for Group Talk 173
TABLE 1. The Common Activities of Collaborative Writing 38
TABLE 2. Summary of Collaborative Writing Strategy 41
TABLE 3. Positive and Negative Aspects of Collaborative Writing 46
TABLE 4. Class Procedure 56
TABLE 5. Timetable of the Study 66
TABLE 6. Measures of Fluency, Accuracy, and Complexity 68
TABLE 7. Description of Error Categories Used in This Study 72
TABLE 8. Code Names for Running RANGE Program 73
TABLE 9. Comparison of the Interrater Reliability 77
TABLE 10. Coding Scheme Used in This Study 79
TABLE 11. Fluency of Writing 84
TABLE 12. Fluency of Writing: Higher Level Students 86
TABLE 13. Fluency of Writing: Lower Level Students 86
TABLE 14. Accuracy of Writing 89
TABLE 15. Accuracy of Writing: Higher Level Students 91
TABLE 16. Accuracy of Writing: Lower Level Students 91
TABLE 17. Complexity of Writing 95
TABLE 18. Complexity of Writing: Higher Level Students 97
TABLE 19. Complexity of Writing: Lower Level Students 97
TABLE 20. Writing Score: All Essays Considered 99
TABLE 21. Writing Score: Only First and Last Essays Considered 99
TABLE 22. Writing Score: Higher Level Students 100
TABLE 23. Writing Score: Lower Level Students 100
TABLE 24. Summary of Episode Units of the Total Group Talk 102
TABLE 25. Summary of Episode Units by Proficiency Level 105
TABLE 26. Students' Perception of Difficult Aspects of Individual Writing 110
TABLE 27. Students' Perception of Difficult Aspects of Collaborative Writing 112
TABLE 28. Students' Perception of Positive Aspects of Individual Writing 113
TABLE 29. Students' Perception of Positive Aspects of Collaborative Writing 115
TABLE 30. Students' Perception of Collaborative and Individual Writing 117
TABLE 31. Students' Perception of Using Google Docs for Collaborative Writing 125
TABLE 32. Students' Perception of Using Google Docs for Individual Writing 126
TABLE 33. Fluency of Writing: Pre-and Post-Essay 129
TABLE 34. Accuracy of Writing: Pre-and Post-Essay 129
TABLE 35. Complexity of Writing: Pre-and Post-Essay 130
TABLE 36. Writing Score: Pre-and Post-Essay 131
TABLE 37. Pre-and Post-L2 Writing Anxiety 132
FIGURE 1. A Screenshot of Google Docs: Editing 59
FIGURE 2. A Screenshot of Google Docs: History of Revision 59
FIGURE 3. An Excerpt of Coding for Counting 74
FIGURE 4. A Sample of the Results in RANGE program 74
FIGURE 5. Proportion of Episode Units 103
FIGURE 6. Students' Preferred Work Mode of Writing 120
FIGURE 7. Students' Satisfaction for Using Google Docs for Writing 122
FIGURE 8. Google Docs: Easy to Use for Writing 123
FIGURE 9. The Use of Google Docs for Collaborative Writing 124
FIGURE 10. The Use of Google Docs for Individual Writing 124
FIGURE 11. Students' Perception of Using a Text-based CMC for Group Talk 127