Designing and testing a data–driven collaborative EFL activity for 8th grade

Abstract

This MA thesis aims to explore how a computer-supported collaborative writing task can influence 8th-grade students' attitudes toward collaboration and how these attitudes are reflected in their behaviour during the task. The study was set in an Estonian EFL classroom and focused on supporting meaningful collaboration through a structured task design and the use of the CoTrack learning analytics platform. The first chapter provides a literature review of collaborative learning theory, the foundations of effective group work, and the role of technology in supporting collaboration in EFL settings. The second chapter outlines the research methodology, based on a single-cycle action research design. It presents the structure of the collaborative writing task, describes the use of CoTrack to collect participation data, and explains the combination of research tools used to assess student engagement. The chapter goes on to present and analyse the results, comparing the students’ reported attitudes with their actual classroom behaviour. It offers insights into which factors supported or hindered meaningful collaboration, and how task design and digital tools impacted the quality of engagement. Based on these findings, the chapter concludes with actionable recommendations grounded in both classroom evidence and theory. This MA thesis aims to explore how a computer-supported collaborative writing task can influence 8th-grade students.