Using Online Collaboration and Dynamic Written Corrective Feedback to Enhance EFL Secondary School Students' Writing Skills

Abstract
This research aimed at studying the using of online collaboration and dynamic written corrective feedback (DWCF) to enhance EFL secondary school students' writing skills. The participants of this research were (60) first year secondary stage students at Kafr Ghanam, Sinbellawin, Dakahlia, Egypt. The research adopted the quasi- experimental design using two groups: an experimental group (n= 30) and a control one (n= 30). To collect data, the researcher used two instruments: an EFL writing skills test, an EFL writing scoring rubric. The experimental group was taught through the online collaboration and dynamic written corrective feedback, while the control group was taught through the regular method of teaching. Research results revealed that there were statistically significant differences between the mean score of the experimental group and the control group in the EFL writing skills test in favor of the experimental group. Moreover, the effect size of using online collaboration and DWCF was found to be high. Thus, this research recommended using online collaboration with DWCF as a useful strategy in teaching the four skills of the English language at different educational stages.
Key words: Online collaboration, DWCF, EFL writing skills