Exploring EFL learners’ attitudes towards using collaborative task-based writing to reduce writing anxiety in an M.A. business English writing course

This study aimed to explore the perceptions of English master's students in an international program in Thailand on using collaborative task-based writing in a business English writing course, focusing on the effects of collaborative task-based writing in reducing EFL learners' writing anxiety, improving writing performance, and evaluating the pedagogical feasibility of collaborative writing. The research subjects consisted of 30 master's students majoring in English as a Foreign Language (EFL). The data were collected through a questionnaire and semi-structured interviews. The questionnaire was divided into four sections, covering the background information of the participants, their attitudes towards collaborative writing, their opinions regarding the task-based teaching approach and their writing anxiety levels. The interviews also facilitated a deeper and more effective understanding of students’ real experiences and their perspectives regarding collaborative task-based writing. Data were statistically analyzed using frequency, mean, and standard deviation. The results suggest show that most of the students strongly agreed that collaborative task-based writing helped them brainstorm content to write about, revise texts, and discover their writing inspiration. They also indicated that it was easier, through collaborative activities, to understand the demands of structure and expression of business English writing, and their language accuracy, fluency, and complexity have been improved. Moreover, students generally believed collaborative task-based writing enhanced their self-confidence and classroom participation, contributing to the development of a positive and supportive English learning environment. These findings offer insights into how teachers can integrate collaborative tasks and suggest directions for future research on anxiety-reducing strategies in EFL classrooms.