Exploring the Effect of Autonomous Online Collaborative Writing on EFL Learners

Abstract

The study examines EFL student writers' perspectives on autonomous online collaborative writing without the teacher's guidance. This study employs a mixed-methods approach, utilizing a quantitative questionnaire as the primary method and a qualitative interview as a supplementary approach. Thirty-six students from the Qassim University English Language Department participated in the study. The quantitative results showed that autonomous online collaborative writing was ineffective at helping students complete their written drafts. Qualitative analysis identified the negative attitude behind the students’ dissatisfaction and emphasized the teacher’s role in online collaborative writing. Online collaborative writing requires significant effort and collaboration from each team member; thus, the teacher plays an important role in leading, stepping in when necessary, and giving continuing assistance.