Resumo

UBILLA ROSALES, Lucía; GOMEZ ALVAREZ, Lilian; SAEZ CARRILLO, Katia  e  ETCHEGARAY PEZO, Paulo. Collaborative writing of argumentative essays in an EFL blended course: Chilean pre-service teachers’ perceptions and self-assessment. Íkala [online]. 2020, vol.25, n.2, pp.307-327.  Epub 01-Abr-2021. ISSN 0123-3432.  https://doi.org/10.17533/udea.ikala.v25n02a10.

This mixed method research project sought to unveil pre-service EFL teachers’ perceptions about the collaborative writing of argumentative texts in a blended environment at a Chilean university, as well as their self-assessment of their performance during the process. Thirty-three senior students took part in a twelve-lesson workshop assisted by a file storage and synchronization service. Data collection included a semi-structured interview, a Likert-scale survey, and a tailor-made self-assessment rubric. Findings indicated that participants held positive perceptions of the collaborative process and were very satisfied with task evaluation, quality of interaction, and goal setting. The analysis also showed a significant correlation between the participants’ perceptions of collaboration and their performance self-assessment. The results suggested that blended collaborative writing should be considered in courses aimed at developing pre-service teachers’ EFL communicative competence. It would help them maximize their writing skills in English and reinforce their interpersonal skills in foreign language learning processes.

Palavras-chave : collaborative learning; L2 writing; argumentative texts; pre-service teachers; efl; blended learning; perceptions; self-assessment.

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