The Effect of Collaborative versus Cooperative Pre-writing Task on Writing Ability of Iranian EFL Learners

These days the challenging situation instructors experience is related to the performance of the most operative techniques in educational context. Regarding writing skills peer collaboration to interact ideas are highly valued in the essay writing classes (McLane, 1990). Though, collaboration and cooperation during prewriting stage are used in writing classes (Fernández Dobao, 2012), few studies have been conducted on collaborative and cooperative pre-writing tasks in essay writing classes in higher educational context. Consequently, the present study through quantitative data analysis, examines the effect of collaborative and cooperative pre-writing tasks on writing ability of Iranian EFLlearners. To this end through convenient sampling 80 students majoring in English language translation in Islamic Azad University in Tehran were selected as the participants of the study. After conducting Oxford Placement Test (OPT) 66 students, whose level was advanced were selected as participants of the study. Then, students were assigned to collaborative and cooperative pre-writing groups. These two groups were considered as experimental and the control groups. The study was done for16 weeks which included pre- and post-tests. Results of the study shows that students’ writing ability in both groups have been developed. The results of t-test, reveals that the collaborative groupoutperformed the cooperative pre-writing group. In this study, the researchers took the initiative to make a distinction between collaborative and cooperative pre-writing tasks. Therefore, the results of the current study are useful for language practitioners, university students and educational administrators.

Keywords:

Collaborative pre-writing tasks , Cooperative pre-writing tasks , English language teaching and learning