Effects of Web 2.0-Based Collaborative Writing on Students’ Essay Writing Performance and Motivation: A quantitative methods study

Even if research on online collaborative writing is largely abundant, studies on the effects of varied digital collaborative tools applied to different stages of process writing are limited. This paper, therefore, presents the findings of a quasi-experimental study on the effects of three Web 2.0-based collaborative writing tools on university English language students’ writing performance and motivation. A one-group within-subjects quasi-experimental repeated-measures time series design was employed. Sixteen University students were comprehensively selected. Data were collected over four rounds using writing performance tests and a motivation questionnaire. The Friedman test was utilized to compare the mean scores of the related samples. Additionally, Kendall’s coefficient of concordance was calculated to determine the concordance in the rating. The results revealed that Web 2.0-based collaborative writing had a statistically significant effect on students’ writing performance and motivation when applied to the different stages of process writing. Therefore, it is essential for teachers, schools, and curriculum designers to make a concerted effort to integrate Web 2.0 writing tools for collaborative writing.