Exploring collaborative writing experiences among FPT students in their graduation theses

Abstract

Collaborative writing (CW) has gained significant attention, both within and beyond the classroom, emerging as a revolutionary practice with numerous advantages. Some benefits that research has reported about CW include fostering cognitive development, promoting “languaging” (Swain, 2006), and enhancing linguistic competence among L2 students (Elola and Oskoz, 2010). Despite being extensively investigated, CW still has some unresolved research gaps. One significant gap in the existing research pertains to the methods employed. For instance, Shehadeh (2011) studied student perceptions of CW using surveys. However, relying solely on surveys might limit our understanding, as more profound insights could potentially be gleaned through interviews ( Storch,2005; Storch & Wigglesworth, 2007). Another gap concerns aspects of study. Despite various aspects being explored, recent research fell short in examining the finer nuances of group dynamics and the challenges faced by co-authors in CW experiences, e.g., Anshu and Yesuf (2022), Pham ( 2021), Walubita et al. (2022). Our research was carried out to address these gaps. It attempts to explore the experiences of FPT students working together to write graduation theses. In particular, our study aims to investigate challenges in collaborative thesis writing, strategies employed to overcome them, experiences and skills gained in the process, and insights students wish to share with future peers. Interviews and thematic were used to collect and analyze data. Our findings showed that most common challenges included gaps in thesis writing skills, uneven contributions, and communication. Strategies to overcome challenges emphasized effective communication, group member selection, and clear goal-setting. Moreover, participants gained skills and experiences in problem-solving, communication, and teamwork, enhancing their academic and professional prospects. Suggestions for future students centered on addressing challenges through well-suited group selection, clear goal establishment, leadership cultivation, and task allocation. Additionally, the study highlighted the importance of holistic support for students, such as providing training programmes to address skill gaps, workshops to develop communication, leadership, and work management skills for effective collaboration. Overall, our contribution offers practical insights and a roadmap for FPT University and similar institutions to address challenges and enhance the collaborative thesis writing experience for future students