This study aimed at investigating the effectiveness of using Some Online-Collaborative Learning Tools (Google Docs and Padlet) to develop student teachers' EFL creative writing skills and writing self-efficacy. The study followed a pre-post experimental one group design. The participants were 36 second year students enrolled in English Language section, Faculty of Education, Benha University. To determine the most important and required EFL creative writing skills for the participants, a checklist of EFL creative writing skills was developed and validated. A pre-post EFL creative writing skills test and writing self-efficacy scale were prepared. Students were pre-tested, to identify their entry level of EFL creative writing skills and their writing self-efficacy beliefs. Then, they were trained through the suggested online collaboration-based program on how to develop their creative writing skills (fluency, accuracy, flexibility and originality) and the main dimensions of writing self-efficacy and trained adequately through its main three phases (preparation, practice and evaluation). The post-test was applied to the participants to assess the progress in their level of performance in EFL creative writing skills and writing self-efficacy. Findings of the study revealed that there was statistically a significant difference at 0.01 in the pre- and post-assessment of EFL creative writing skills and writing self-efficacy in favour of the post-assessment.
|
