the effect of mobile-assisted peer negotiations on efl learners' collaborative writing

Writing is often challenging for efl learners. although there have been many studies on the nature of writing in the classrooms, there is a gap when it comes to online collaborative writing and its application. this study aimed to focus on the impact of mobile-assisted peer negotiations on efl learners’ collaborative writing. in addition, the researcher investigated the learners’ attitude toward online collaborative writing. in this study, 50 intermediate efl learners were randomly assigned into the experimental and control groups. to measure the effect of peer negotiations on collaborative writing, the participants received treatment that ranged from visual stimuli to socializing activities. both groups were required to write an argumentative essay collaboratively at the beginning and end of the course as pretest and posttest. in order to hold classes, and for students to interact, big blue button was employed. google forms and google docs were also used to measure the learners’ attitudes and store their writings. in the end, even though the researcher was unable to find any significant difference between the experimental group which received the treatment and the control group, it can be stated that mobile-assisted peer negotiations led to a positive effect in the experimental group. additionally, the progress of learners throughout the course was checked, and it was concluded that both groups made progress from the first to the last assignment. in terms of measuring the learners’ attitudes toward online collaborative writing, most of the participants in the experimental group gave favorable feedback and emphasized the usefulness and practicality of technology and peer collaboration. the findings of this study can be beneficial to both learners and teachers who struggle with learning and teaching how to write argumentative essays in both online and face-to-face settings.