THE INFLUENCE OF SOCIAL INTERACTION ON WRITING DEVELOPMENT: THE ROLE OF COLLABORATIVE LEARNING
(1) Department of English Education, Universitas Indraprasta PGRI, Jakarta, Indonesia
(*) Corresponding Author
Abstract
This quasi-experimental study investigates how controlled peer interaction through round-robin methodology affects writing development, contrasting with conventional solitary approaches. Using a mixed-data types design, 120 intermediate-level students were divided into experimental (n=60) and control (n=60) groups. Quantitative pre- and post-tests assessed writing fluency, coherence, and complexity, while qualitative observations examined turn-taking equality, feedback quality, and nonverbal engagement. Results showed the experimental group achieved significant improvement with mean gains of 37.66 points versus 19.04 points in the control group (p<0.001). The experimental group's normalized learning gain (N-Gain) reached 77.69%, nearly double the control group's 39.36%. Qualitative findings revealed the experimental class demonstrated high turn-taking equity (63.3% balanced participation), constructive feedback (58.3% specificity), and active nonverbal engagement (66.7% eye contact, open posture), contrasting sharply with control-group dominance hierarchies (38.3% low equity) and superficial feedback (43.3% vagueness). Grounded in Vygotsky's socio-cultural theory, the study demonstrates how structured peer collaboration democratizes participation and scaffolds writing skills through critical discourse, supporting round-robin techniques as effective writing instruction that balances independence and interdependence.
Keywords
References
Afrezah, N. N., Azizi, M. R., Alrian, R., Pratiwi, D., & Yulia, Y. (2024). Students’ writing skills through collaborative writing and the tendency to work in a group. Journal of Research in Instructional, 4(1), 100–110. https://doi.org/10.30862/jri.v4i1.318
Alzubi, A. A., Nazim, M., & Ahamad, J. (2024). Examining the effect of a collaborative learning intervention on EFL students’ English learning and social interaction. Journal of Pedagogical Research, 8(2), 26–46. https://doi.org/10.33902/JPR.202425541
Anshu, A. H., & Yesuf, M. Y. (2022). Effects of collaborative writing on EFL students’ paragraph writing performance: Focus on content and coherence. International Journal of Education and Literacy Studies, 10(1), 36–47. https://doi.org/10.7575/aiac.ijels.v.10n.1p.36
Apridayani, A., & Waluyo, B. (2025). Valuing students’ mindsets in essay compositions: Active learning and feedback approaches. Social Sciences and Humanities Open, 11(January), 101273. https://doi.org/10.1016/j.ssaho.2024.101273
Barkley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques: A Handbook for College Faculty (1st ed.). JOSSEY-BASS.
Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide (A. Maher (ed.)). Sage Publication Ltd.
Chen, W., Liu, D., & Lin, C. (2023). Collaborative peer feedback in L2 writing: Affective, behavioral, cognitive, and social engagement. Frontiers in Psychology, 14, 1–12. https://doi.org/10.3389/fpsyg.2023.1078141
Cheruiyot, P. K., Syomwene, A., & Ongeti, K. (2024). The effect of constructivist instructional approach on English language writing skills in Primary Schools in Kenya. European Journal of English Language Teaching, 9(6), 73–106. https://doi.org/10.46827/ejel.v9i6.5751
Choi, T. H., & Wong, W. C. C. (2018). Platform nine and three-quarters and more: Scaffolding ESL writing through teacher modelling and creative imitation. TESOL Journal, 9(4), 1–23. https://doi.org/10.1002/tesj.423
Costa, J. (2024). Mixed methods in educational large-scale studies: Integrating Qualitative Perspectives into Secondary Data Analysis. Education Sciences, 14(12). 1347 (p.1-13) https://doi.org/10.3390/educsci14121347
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Farrokhnia, M., Noroozi, O., Baggen, Y., Biemans, H., & Weinberger, A. (2025). Improving hybrid brainstorming outcomes with computer-supported scaffolds: Prompts and cognitive group awareness. Computers and Education, 227(105229), 1–20. https://doi.org/10.1016/j.compedu.2024.105229
Fawns, T. (2022). An entangled pedagogy: Looking beyond the pedagogy—Technology Dichotomy. Postdigital Science and Education, 4(3), 711–728. https://doi.org/10.1007/s42438-022-00302-7
Gao, F., Wang, C., Xie, H., & Hong, J. (2024). Social interaction and online learning efficiency for middle school students: The mediating role of social presence and learning engagement. Behavioral Sciences, 14(10).896 (p.1-18). https://doi.org/10.3390/bs14100896
Hornstein, J., Keller, M. V., Greisel, M., Dresel, M., & Kollar, I. (2025). Enhancing the Peer-feedback process through instructional support: A meta-analysis. In Educational Psychology Review (Vol. 37, Issue 2). Springer US. https://doi.org/10.1007/s10648-025-10017-3
John, C., & David, C. (2023). Research design, qualitative, quantitative and mixed methods approaches. In SAGE Publications,Inc. (6th ed., Issue 1). Sage Publication, Inc.
Kalukar Ventje, J., Krobo, A., Pessireron, M. F., Suhendra, & Yudistira, S. (2024). Enhancing critical thinking skills through collaborative learning in modern educational practices. The Journal of Academic Science, 1(8), 1145–1153. https://doi.org/10.59613/2dx5zr09
Khuder, B., & Negretti, R. (2025). Collaborative writing regulation: a comparative case study of co-regulation and socially shared regulation in higher education. Higher Education, 0123456789.1-23. https://doi.org/10.1007/s10734-025-01437-9
Li, Y. (2023). The effect of online collaborative writing instruction on enhancing writing performance, writing motivation, and writing self-efficacy of Chinese EFL learners. Frontiers in Psychology, 14(June), 1–15. https://doi.org/10.3389/fpsyg.2023.1165221
Li, Z., Hampson, P., Thurston, A., & O’Keeffe, J. (2025). The outcome of peer tutoring for second language (L2) writing: A meta-analysis. International Journal of Educational Research Open, 8(December 2024), 100422. https://doi.org/10.1016/j.ijedro.2024.100422
Liu, Y. (2022). Paradigmatic compatibility matters: A critical review of qualitative-quantitative debate in mixed methods research. SAGE Open, 12(1). 1-14. https://doi.org/10.1177/21582440221079922
Nagao, A. (2018). Can the EFL classroom be considered a community of practice? In M. Cowart (Ed.), The IAFOR Journal of Learning (Vol. 4, Issue 1, pp. 93–108). IAFOR Publications. https://doi.org/10.22492/ije.8.3.02
Nithideechaiwarachok, B., Chano, J., & Wu, C. C. (2024). Socio-cultural and social constructivist theories and its application in EFL classroom for thai pre-service teachers: A Review for Further Research. International Journal of Language Education, 8(3), 564–572. https://doi.org/10.26858/ijole.v8i3.66499
Nugroho, N., Solihatin, E., & Ibrahim, N. (2024). Flipped classroom and collaborative learning model and its effectiveness : Research and development. International Conference on Science, Education and Technology, 10, 371–376.
Pham, V. P. H. (2021). The effects of collaborative writing on students’ writing fluency: An efficient framework for collaborative writing. SAGE Open, 11(1). 1-11. https://doi.org/10.1177/2158244021998363
Rana, K., & Chimoriya, R. (2025). A guide to a mixed-methods approach to healthcare research. Encyclopedia, 5(2), 51-62. https://doi.org/10.3390/encyclopedia5020051
Sholihah, L. (2022). Asynchronous online communication of the learning management system for students’ writing ability. Premise: Journal of English Education and Applied Linguistics, 11(2), 243-256. https://doi.org/10.24127/pj.v11i2.3564
Sripradith, R. (2019). An investigation of the round robin brainstorming in improving English Speaking Ability Among Nakhonphanom University’s Second Year Students in Thailand. Journal of Education and Learning, 8(4), 153-160 https://doi.org/10.5539/jel.v8n4p153
Vlachopoulos, D., & Makri, A. (2024). A systematic literature review on authentic assessment in higher education: Best practices for the development of 21st century skills, and policy considerations. Studies in Educational Evaluation, 83(August). 101425. https://doi.org/10.1016/j.stueduc.2024.101425
Vygotsky, L. (1986). Thought and Language. In A. Kozulin (Ed.), Vygotsky in Context: Vol. os-XVI (Issue 62). The Massacusetts Institute of Technology Press.
DOI: http://dx.doi.org/10.24127/pj.v14i3.13456
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Author
This work is licensed under a Creative Commons Attribution 4.0 International License.
Published by Universitas Muhammadiyah Metro
Scientific Publication Unit (UPI)
Gd. HI, Lt1 Kampus 1 Universitas Muhammadiyah Metro
Jl. Ki Hajar Dewantara 116 A
Kota Metro Lampung 34145 Indonesia
Email : help.upi@ummetro.ac.id
Phone : +62-725-42445
Fax : +62-725-42454
Mobile : +62-8570914-1060
Certificate of Accreditation (Volume 11 No 1, 2022-Volume 15 No 2, 2026
