Project-based learning and digital literacy integration: Investigating task design and student collaboration in developing academic writing and thesis skills in EFL classrooms
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Abstract
With the increased emphasis on teaching advanced writing skills to foreign learners of English, this study looked at how project-based learning, university students’ collaboration in writing and digital knowledge can assist in developing academic writing proficiency. The main purpose was to analyse how using a PBL method, with digital support, influences writing for EFL students and what role digital tools play in the process. An experimental pre-test/post-test design was applied in the study. A total of 94 undergraduate students participated in the study, segmented into two groups: the experimental group (EG) and the control group (CG). Evaluation of data was performed using standardised writing exams, a DLCQ and a CLPS which showed good validity via CFA and reliable results (Cronbach’s α greater than .85). With ANCOVA, we found the EG achieved significantly higher post-test writing scores F(1,91) = 21.394, p < .001, η² = 0.190). MANOVA also confirmed that there were significant interactions between the instructional group and digital literacy on each writing subskill. It was shown through Structural Equation Modelling that digital tools played a major role (β = 0.37, p < .001) by boosting the impact of PBL on academic writing skills. These results are in line with constructivist and TAM theories, pointing out that writing is both a social and technology-related practice. It is concluded that achieving advanced writing in EFL settings needs combining genuine project design, teamwork and digital methods and three main actions are put forward by the study for this purpose: systemic curriculum reform, boosting teachers’ competence and more suitable digital tools.
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