English collaborative writing: exploration of member roles in the development of english narrative text thesis

Collaborative writing enables students to participate actively in the process of development and promotes language engagement and develops critical thinking, communication, and collaborative abilities. This research aims to identify students' roles and contributions in the process of collaborative writing. The study used a descriptive qualitative technique, including observation of the collaborative writing process and interviews with two study groups which contained 8 students in each group. The analysis focused on the role categories during the collaboration and the writing process stages. The study found that the students play three major roles: (i) initiator, (ii) moderator, and (iii) proofreader. Students who play a role as initiators contribute at the early planning stages in generating the concept, determining the storyline, and developing the narrative framework. The moderator actively maintains the dynamic of the debate and coordinates the students. The proofreader contributes significantly at the end of the writing process by assessing language modifications, sentence structure, and coherence of the text. These functions have shown to be more than mere formality; they have a direct impact on the overall quality of the content. This research demonstrates that each member of the groups has an active and significant role in collaborative writing. The study has crucial pedagogical implications for teachers in constructing more purposeful, egalitarian, and powerful collaborative writing activities in EFL classrooms.