Collaborative Writing in L2: Its Effects, Student Perspectives, and Teaching Strategies

Although pair/group work is commonly used in language classrooms, very few studies have examined the value of joint work throughout the writing process. The current study thus investigated the effects of collaborative writing, student perspectives, and relative teaching strategies in L2 learning. The study involved 20 ESL first year students at a middle sized state university in the United States. Of the 20 students, 14 worked in pairs and 6 worked individually. All completed compositions were collected and 12 students who were involved in the joint writing were interviewed. The writing and student interview were analyzed using a mixed method. The results indicated that the collaborative writing had an overall significant effect, especially in the areas of content, organization, and vocabulary. Most students perceived the joint writing as a useful experience and a source of learning for them, while a few students preferred to choose or change the partner in the future. Based on the results of the study, pedagogical strategies are discussed.