Azizeh Chalak - Department of English, Isfahan (Khorasgan) Branch, Isfahan, Iran
Mahzad Karimi - Department of English, Isfahan (Khorasgan) Branch, Isfahan, Iran

Technology-supported collaborative writing has gained popularity in L۲ writing pedagogy. The study investigated the effects of Edmodo as an online social platform on the writing accuracy of ۵۰ Iranian intermediate EFL learners, who were chosen through the convenience sampling method. The researchers utilized a quasi-experimental pretest-posttest design and assigned the participants to an experimental and a control group. The participants of the control group sent their assignments and received feedback asynchronously through email; whereas, the learners of the experimental group used Edmodo to work collaboratively on their writing assignments. Finally, after eight treatment sessions, the scores of the pretest and posttest were analyzed through using a paired-sample t-test and MANOVA. The results revealed that the application of Edmodo had a significant effect on writing accuracy.  Moreover, the participants’ attitudes were assessed by running a Likert-scale questionnaire. According to the findings, they had a positive attitude towards integrating Edmodo into their writing curriculum.  This study could bring about pedagogical implications for EFL writing courses.  

attitudes, collaborative writing, edmodo, social network, writing accuracy, attitudes, collaborative writing, Edmodo, social network, writing accuracy