A Study on Case of Operating College Writing Classes Focused on Team Activities and Students' Perceptions

This study aimed to explore effective team-based learning strategies foruniversity writing instruction, based on the implementation of a team-baseduniversity writing class and learner responses to it. To achieve this goal, ateam-based writing class was designed and implemented in the first semester of2024. A survey was conducted to assess learners' perceptions of team-basedlearning in writing classes. The survey results revealed that learners generally foundteam-based learning beneficial to their writing, particularly the mutual feedback provided during the rewriting process. Furthermore, many respondents noted thatteam-based learning broadened their thinking through the experience of diverseperspectives, likely due to the perceived efficacy of team-based learning. Based onthese findings, specific recommendations were proposed for effective team-basedlearning in writing instruction, including the scope and content of team activities,frequency of team activities, team composition methods, evaluation, and the role ofthe instructor.