Collaborative Writing Strategy in EFL Classes: Comparing Individual and Pair Writing Ability Reviewed from Cognitive Learning Styles
- DOI
- 10.2991/assehr.k.200306.030How to use a DOI?
- Keywords
- collaborative writing strategy, individual, field-dependent, metacognitive writing strategy
- Abstract
This study intended to observe which appropriate methods to be implemented in writing class seen from the students’ cognitive style; field-independent and field-dependent. This study used quasi experimental research. The population of the research was the first-year students of English Language and Literature Department of Universitas Negeri Padang. These students were taught using two different strategies: collaborative writing strategy (CWS) and metacognitive writing strategy (MWS) or individual writing. The study revealed three findings. First, learning achievement of the students taught using CWS was higher than the students taught using MWS. Second, the writing ability of the students having field-Independent (FI) learning style was higher than the writing ability of the students with field-dependent (FD) learning style. Third, there was a significant interaction between the different writing strategies with the students’ learning style towards writing score. Thus, these findings signifies that it is better for the teachers to apply CWS in teaching and learning process of writing, to improve the students’ writing ability.
- Copyright
- © 2020, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Ainul Addinna AU - Lafziatul Hilmi AU - Ririn Ovilia PY - 2020 DA - 2020/03/11 TI - Collaborative Writing Strategy in EFL Classes: Comparing Individual and Pair Writing Ability Reviewed from Cognitive Learning Styles BT - Proceedings of the 7th International Conference on English Language and Teaching (ICOELT 2019) PB - Atlantis Press SP - 177 EP - 181 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.200306.030 DO - 10.2991/assehr.k.200306.030 ID - Addinna2020 ER -