Volume 16, Issue 3 December 2020, pp. 123–146
Storyboarding-based collaborative narratives on Google Docs: Fostering EFL learners’ writing fluency, syntactic complexity, and overall performance
This study examined the impact of storyboarding- based collaborative narrative writing using Google Docs on EFL learners’ writing fluency, syntactic complexity, and overall performance. For this purpose, a cohort of 30 EFL college learners was selected and exposed to a nine-week intervention where they collaboratively wrote storyboarding-based narratives on Google Docs. This study adopted a pretest posttest quasi-experimental mixed-method design in which both quantitative (writing tests) and qualitative (reflection as well as group and self-evaluation cloud forms) data were collected and analyzed. Results of the study revealed significant differences between students’ pretest and posttest mean scores on writing fluency and overall writing performance with a large effect size. Conversely, there was no significant difference between their mean scores on syntactic complexity. Qualitative results showed that most students appreciated the storyboarding-based collaborative narrative writing activities on Google Docs and reported that they were of much benefit to them.
© Marwa F. Hafour, Al-Shaimaa M. Al-Rashidy
This work is licensed under a Creative Commons Attribution 4.0 International License.
Hafour, M.F., & Al-Rashidy, A.-S.M. (2020). Storyboarding-based collaborative narratives on Google Docs: Fostering EFL learners’ writing fluency, syntactic complexity, and overall performance. The JALT CALL Journal, 16(3), 123–146. https://doi.org/10.29140/jaltcall.v16n3.393
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