Impact of learning portal web integration in collaborative writing on scientific writing ability, writing self-regulation, and writing self-efficacy

Abstract

This study aims to examine the impact of integrating a learning web portal into collaborative writing education on scientific writing skills, writing self-regulation, and writing self-efficacy. This research employed a quasi-experimental method with 250 students from Kencana Vocational School, Bandung, Indonesia. Participants were divided into two groups: an experimental group and a control group. The experimental group received a learning web portal intervention, while the control group participated in face-to-face collaborative writing interventions. Data collection involved instruments such as a scientific writing performance evaluation scale, a self-regulation scale, and a writing self-efficacy scale. The study analyzed the types and extent of student writing mediation facilitated by the web. Data analysis utilized paired sample t-tests and one-way ANCOVA, complemented by thematic analysis of qualitative data. The results indicated that the use of a learning web portal significantly improved scientific writing skills, self-regulation, and writing self-efficacy compared to conventional collaborative writing interventions. Improvements in writing skills were observed across several components, including content, organization of ideas, and language use. Qualitative data analysis further reinforced that peer writing contributes substantially to these components. The study suggests that online media in collaborative writing learning can enhance students' writing quality by providing discussion spaces and feedback mechanisms. Additionally, integrating technology into language learning curricula is essential to strengthen its role in educational settings.