Producing Opinion Article with Collaborative Writing in Virtual Contexts

Chura-Quispe G.; Estrada-Araoz E.G.; Torres-Orihuela G.; Mamani-Contreras L.D.; Churayra-Chura J.E.; Quispe-Loaiza M.Y.; Salas-Luza C.K. · Journal of Educational and Social Research (2025) · DOI: 10.36941/jesr-2025-0167

Resumen

The current educational landscape necessitates that the development of writing competence encompasses collaborative work and the use of digital technologies. Consequently, this study aims to implement Collaborative Writing for the teaching of opinion article composition in virtual settings. This study employed a quantitative approach with a pre-experimental design. The sample comprised 46 female students enrolled in the fifth year of secondary education at a public educational institution in Tacna, Peru. Performance was measured using a rubric designed to evaluate opinion articles, demonstrating adequate indices of content validity, construct validity, and internal consistency. The findings indicate a positive, moderate, and significant improvement in the writing of opinion articles, as well as in the textual superstructure, macrostructure, and microstructure (p>0.05, d>1, 1-ß>80%). Additionally, descriptively, the initial level showed a decrease of 41.30%, while the satisfactory level increased by 52.17%. The enhancement of opinion article writing is grounded in the active and collaborative participation of the students while working in teams, as the commitment and motivation they felt for the development of the task was shared by each member. Furthermore, the teacher was able to provide assistance to the groups and written feedback through Google Docs. Therefore, it can be asserted that collaborative writing has a positive impact on the production of argumentative texts, such as opinion articles.

Instituciones: Universidad Nacional de San Agustín de Arequipa; Universidad Nacional del Altiplano; Universidad Nacional Amazónica de Madre de Dios; Escuela de Posgrado Newman