Arab World English Journal (AWEJ) Volume 12. Number3 September 2021 Pp. 174 -185
The Impact of Collaborative Writing on EFL Learners’ Writing Development: A
Longitudinal Classroom-Based Study in Saudi Arabia
Khaled Salem Aldossary
Department of English Language and Translation
College of Languages and Translation
King Saud University, Riyadh, Saudi Arabia
Received: 4/23/2021 Accepted: 8/26/2021 Published:
No previous studies have employed sociocultural theory and the notion of collaborative dialogue to examine collaborative writing in Saudi Arabia, where students favor writing individually. Exploring this topic is significant because of the importance the Saudi education system places on learning English, especially at the university level. Therefore, this longitudinal classroom-based study tested how collaborative writing affected the development of university students learning English as a foreign language in Saudi Arabia. The 46 participants were evenly divided into a control group, who wrote essays individually, and an experimental group, who worked on essays in small groups. Both groups took a pre-test before the eight-week intervention and a post-test at the end. The experimental group also took an end-of-study questionnaire. Although both groups showed improvement, the experimental group improved significantly more on the post-test than the control group and expressed positive attitudes toward collaborative writing on the questionnaire. The study concludes with theoretical and pedagogical implications and recommendations for future research.
Keywords: Collaborative writing, group work, individual writing, learner perceptions, sociocultural
Cite as: Aldossary, K. S. (2021). The Impact of Collaborative Writing on EFL Learners’ Writing Development: A Longitudinal
Classroom-Based Study in Saudi Arabia. Arab World English Journal, 12 (3) 174 -185.
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