Collaborative Story Construction via the Exquisite Corpse Game to Improve EFL Narrative Writing Performance

Abstract

Background. Writing skill is a crucial component in English as a Foreign Language (EFL) learning, particularly in narrative text writing, which requires learners to integrate idea generation, organization, and linguistic accuracy. However, many EFL students still experience difficulties in developing coherent narratives, elaborating ideas, and maintaining plot unity, indicating the need for more interactive and collaborative learning approaches.

Purpose. This study aims to investigate the implementation of collaborative story construction through the Exquisite Corpse game and to examine its effectiveness in improving students’ narrative writing performance and their learning responses.

Methods. This research employed an embedded mixed-methods design with a one-group pretest–posttest approach. The participants were 30 fourth-semester students of the English Education Study Program at Universitas Muhammadiyah Enrekang. Data were collected through narrative writing tests, classroom observations, field notes, and questionnaires. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically.

Results. The findings revealed a significant improvement in students’ narrative writing performance, with mean scores increasing from 50.40 in the pretest to 73.47 in the posttest. The improvement was supported by a very large effect size (Cohen’s d = 3.49). All aspects of the narrative writing rubric showed improvement, particularly coherence and unity of plot. Observation data indicated active student participation, idea negotiation, and collaborative revision during the learning process. Questionnaire results further showed that students responded positively to the intervention, especially in terms of engagement, creativity, and narrative awareness.

Conclusion. Collaborative story construction through the Exquisite Corpse game is an effective pedagogical strategy for enhancing EFL students’ narrative writing skills and fostering positive learning engagement in higher education contexts.