A Study Of The Relationship Between Group Work And English Writing Performance Of University Students

This study investigated the effectiveness of cooperative peer groups in teaching college English writing under a di-process-controlled writing training model (Yang et al, 2000;杨永林,2000,2002,2004;杨永林等,2002). The bulk of the studies conducted on this area have been done with tertiary ESL or EFL learners outside China and conflicting findings have been obtained. Different from previous studies, the present research intended to explore the feasibility of developing peers' multiple roles in the writing process in a Chinese EFL context. Specifically, this study closely examined its impact on students' writing performance, on their attitudes toward writing, and on their interpersonal relationships.The present research is composed of six parts. First, a general introduction was given and a brief survey of the relevant research and theories was also made on peer role in the ELT literature and in writing in particular. Then, three research questions were put forward concerning the academic, psychological and social effects of developing peers' multiple roles in cooperative small groups. Altogether 121 subjects were involved in this study. Among them, 67 were from two traditional classes and 54 from a distance class and they were both tertiary-level students enrolled in a university in China. Both quantitative and qualitative data were obtained and triangulated, including writing tests, questionnaires as well as group reports. Our analysis of the data indicated that on the whole the development of peers' multiple roles produced a positive impact on the writing behaviour of the participants. More specifically, we have found in our research that: 1) with respect to the writing tests, the writing performance in the two traditional classes was generally improved; 2) a majority of students from both types of classes thought that their writing performance was satisfactorily promoted with the help of peers; 3) most students showed a positive attitude toward the writing training; and 4) students also claimed that they had a better interpersonal relationships. Based upon these findings, we may conclude tentatively that: 1) the development of peers' multiple roles in cooperative small groups improves students' writing ability; 2) it promotes students' attitudes toward writing; and 3) it also enhances the interpersonal relationships among them. Hence, the development of peer role is desirable to advance the teaching of English writing in China. Admittedly, what we have observed in this study is far from complete and it requires further research.