Exploring the impact of digital scaffolding on collaborative writing practices

This study investigates the impact of modern technological tools, specifically the Framapad online word processor and the Moodle platform, on collaborative writing among second language (L2) students in Algerian universities. The study involved 24 third-year French as a second language students, divided into a control (GT) and experimental (GE) group, each comprising three subgroups. The data were analysed in two phases: initial and revision. Initially, the produced fables were evaluated based on four criteria: structure, content, language, and collaborative writing. In the revision stage, the produced fables were analysed, focusing on the textual changes made—additions, deletions, replacements, and text rearrangements. A comparative assessment was conducted to examine the impact of technology on the quality and creativity of collaborative writing. The results reveal that the experimental group outperformed the control group in structuring fables, exhibiting better integration of plot and moral elements. Both groups addressed Algerian issues, but the experimental group displayed greater creativity. The experimental group demonstrated more effective teamwork and tended to enhance storytelling during revisions by adding more elements and deleting fewer than the control group. These results highlight the potential benefits of integrating technology into language learning contexts to improve writing proficiency and foster collaborative skills.