The Utilization of Group Discussion to Improve the Teaching and Learning Academic Writing
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| Format: | Recurso digital |
| Sprache: | Altenglisch |
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2025
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| _version_ | 1866901055483150336 |
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| author | Tran Bao Khanh, |
| author_facet | Tran Bao Khanh, |
| contents | <p>This study investigates how the utilization of group discussions improves students' academic writing skills, focusing on both quantitative and qualitative outcomes. A total of 147 university students participated in pre-test and post-test assessments to measure their writing performance before and after engaging in group discussions. The pre-test results revealed that students’ writing skills were rated between “fair” and “good,” with a mean score of 2.41 and a high degree of variability (SD = 0.985). After the intervention, the post-test showed a significant improvement, with the mean score rising to 3.40, indicating writing abilities between “good” and “very good.” The standard deviation decreased to 0.657, suggesting a more consistent performance among students. Qualitative data collected from focus group discussions further illuminated the benefits of group discussions in enhancing writing skills. Students reported that collaborative idea generation, peer feedback, and exposure to diverse perspectives played a crucial role in improving their writing, particularly in terms of argumentation, coherence, and structure. Group discussions also boosted students' confidence and motivation. However, some students identified time management challenges, indicating the need for better facilitation.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_15279368 |
| institution | Zenodo |
| language | ang |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | The Utilization of Group Discussion to Improve the Teaching and Learning Academic Writing Tran Bao Khanh, Group discussions, academic writing, peer feedback, collaborative learning, writing skills improvement, argumentation, coherence, structure, higher education <p>This study investigates how the utilization of group discussions improves students' academic writing skills, focusing on both quantitative and qualitative outcomes. A total of 147 university students participated in pre-test and post-test assessments to measure their writing performance before and after engaging in group discussions. The pre-test results revealed that students’ writing skills were rated between “fair” and “good,” with a mean score of 2.41 and a high degree of variability (SD = 0.985). After the intervention, the post-test showed a significant improvement, with the mean score rising to 3.40, indicating writing abilities between “good” and “very good.” The standard deviation decreased to 0.657, suggesting a more consistent performance among students. Qualitative data collected from focus group discussions further illuminated the benefits of group discussions in enhancing writing skills. Students reported that collaborative idea generation, peer feedback, and exposure to diverse perspectives played a crucial role in improving their writing, particularly in terms of argumentation, coherence, and structure. Group discussions also boosted students' confidence and motivation. However, some students identified time management challenges, indicating the need for better facilitation.</p> |
| title | The Utilization of Group Discussion to Improve the Teaching and Learning Academic Writing |
| topic | Group discussions, academic writing, peer feedback, collaborative learning, writing skills improvement, argumentation, coherence, structure, higher education |
| url | https://doi.org/10.5281/zenodo.15279368 |