EFL teachers’ use of collaborative writing and its challenges: A dual-case study from Vietnam

Quyen Thi Thuc Bui () and Tran Thi Bao Nguyen ()

International Journal of Innovative Research and Scientific Studies, 2025, vol. 8, issue 7, 519-530

Abstract: This dual-case study investigated how EFL (English as a foreign language) upper-secondary teachers implement collaborative writing (CW) in practice and what challenges they perceive during implementation. Two teachers were conveniently recruited. Data collection, analyses and interpretation were guided by the Activity Theory (AT) [1]. Semi-structured interviews were employed as the main data collection instrument. The findings revealed that both participating teachers, though in different school contexts and with different experience in CW pedagogy, were found to have successfully implemented CW in their classroom. The participants were also concerned about pedagogical and non-pedagogical challenges in implementing CW in their classrooms. Several recommendations for teacher professional training programs and to teachers to optimize CW were included.

Keywords: Activity Theory (AT); Collaborative writing; EFL teachers. (search for similar items in EconPapers)
Date: 2025
References: Add references at CitEc
Citations:

Downloads: (external link)
https://ijirss.com/index.php/ijirss/article/view/10484/2489 (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:aac:ijirss:v:8:y:2025:i:7:p:519-530:id:10484

Access Statistics for this article

International Journal of Innovative Research and Scientific Studies is currently edited by Natalie Jean

More articles in International Journal of Innovative Research and Scientific Studies from Innovative Research Publishing
Bibliographic data for series maintained by Natalie Jean ().