THE IMPACT OF CALL-BASED COLLABORATIVE LEARNING APPROACH ON IRANIAN EFL LEARNERS’ WRITING PROFICIENCY

This study aimed at investigating the impact of Computer Assisted Language Learning, CALL-based collaborative learning approach on EFL (English as a Foreign Language) learners’ writing proficiency. To this end, thirty intermediate EFL learners were divided into two groups: the experimental group, which was taught writing by CALL collaboratively, and the control group, which was taught the same skill through traditional paper and pencil procedure. The instruments and materials used to collect the data were Oxford placement test, Interchange series (Intro and One), writing assignments, Microsoft Office Word 2007, Yahoo Mail and forum. The findings of Independent-samples T-test revealed that there were statistically significant difference (p < .05) between the mean scores of the experimental and control groups in terms of their overall writing score and their score across each of the writing assignments (except the first writing task). The members of the experimental group, which was taught writing by CALL collaboratively, outperformed their counterparts in the control group. Finally, it was concluded that the use of the CALL-based collaborative learning approach is an effective procedure for teaching writing and improving learners’ writing proficiency.