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

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.