Developing a Blended Collaborative Writing Instruction model for academic writing classes

Abstract

 Despite the introduction of blended learning, it is still lacking in academic writing classes. This is due to the widespread use of monotonous teaching methods, which do not utilize ICT tools, process-focused writing, collaboration, adequate feedback, and interactive learning. As a result, students struggle to engage and develop essential academic writing skills. As a solution, the purpose of this study is to describe the needs of students and lecturers and to develop, implement, and evaluate the Blended Collaborative Writing Instruction (BCWI) Model. This study used the design-based research method, consisting of analysis, model development, evaluation, and reflection. Classroom action research was used for field testing, involving 128 students from the English Department. Research instruments included observation, questionnaires, interviews, documentation, and tests. Qualitative data were analyzed descriptively, while quantitative data were analyzed to assess students’ writing score improvements. This study validated and tested the BCWI model, which encompasses several components, including academic writing lesson plans, writing assessments, lecturer manuals, student books, and an ICT-based learning platform. The implementation of the BCWI model yielded positive results, demonstrating its impact on students' academic writing learning processes and achievements. The BCWI is the only model developed based on the writing process, online collaborative learning, blended learning model, and teaching and learning cycle based on GBA. This BCWI model is an innovation that can maximize the teaching and learning process of academic writing by emphasizing the writing process within blended learning environments. The BCWI model, as the product of this study, would assist EFL lecturers and students, especially those enrolled in academic writing courses or similar programs in higher education.