This study aims to investigate the effectiveness of using the collaborative writing method in improving the written performance of EFL learners. A quasi-experimental method was adopted, involving a pre-test and post-test for both an experimental group and a control group. The sample consisted of 30 learners, divided equally into two groups. The experimental group was taught using the collaborative writing method, while the control group received traditional writing instruction. A written test was used as a tool for data collection to assess learners’ performance based on six criteria: grammar, vocabulary, organization, unity, coherence, and mechanics. The results revealed that both groups showed improvement after instruction; however, the experimental group demonstrated significantly higher gains. The mean score of the experimental group increased from 9.40 (47.0%) in the pre-test to 15.8 (79%) in the post-test, while the control group improved from 9.06 (45.3%) to 11.06 (55.3%). The findings indicate that collaborative writing is more effective than traditional methods in enhancing writing skills. Therefore, the study recommends the integration of collaborative writing in EFL classrooms to improve learners’ writing performance.
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Writing is an essential skill in foreign language context and situation, it gives learners opportunity to express ideas, show understanding, and communicate effectively. One approach that has gained attention recently is collaborative writing, which involves learners working together to plan, draft, revise, and edit text
[14]
Storch, N. (2013). Collaborative Writing in L2 Classrooms. Bristol: Multilingual Matters.
[14]
.
Collaborative writing encourages interaction, peer work, peer feedback, and shared problem –solving and critical thinking which are believed to enhance both cognitive and linguistic aspects of writing
[10]
O’Donnell, A. (2014). Cognitive Perspectives on Peer Learning. Routledge.
[10]
.
[8]
Nation, I. S. P., & Macalister, J. (2020). Teaching ESL/EFL Reading and Writing (2nd ed.). Routledge.
[8]
argues that collaborative learning creates a supportive environment where students can share ideas and take risks without fear of failure. In the context of EFL learners’ class room, collaborative writing is especially valuable because it combines language practice with social and cooperative learning. When learners work in pairs or small groups, they discuss ideas, correct errors, and refine their writing collectively. As
[15]
Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural Theory and Second Language Learning (pp. 97–114). Oxford: Oxford University Press.
[15]
notes, interaction in group tasks promote not only linguistic accuracy but also deeper cognitive processing, leading to better language acquisition outcomes. Despite its recognized benefits, many EFL teachers still use traditional teacher-centered approach to writing instruction. In this context, learners often write in isolation, receive minimal feedback, and do not engage in meaningful peer interaction. Collaborative writing addresses these limitations by providing structured opportunities for interaction and feedback which can significantly improve learners’ written performance
[6]
Kessler, G. (2009). Student-initiated attention to form in wiki-based collaborative writing. Language Learning & Technology, 13(1), 79–95.
[6]
.
1.1. Statement of the Problem
Writing is one of the most challenging skills in foreign language learning and teaching, as it requires integration of linguistic knowledge, organization of thoughts, ideas and adequate knowledge of written discourse markers. It is observed that many EFL learners demonstrate poor and weak performance when they write whether an essay, paragraph or discourse. Traditional writing instruction and methods focuses on individual work, which may not give learners enough opportunity to share ideas and learn from each other. As the result, learners’ written performance remains weak and poor. Therefore, this study attempts to examine whether using collaborative strategies can help improve EFL learners’ written performance.
1.2. Objectives of the Study
This study aims to:
1.Investigate the effect of collaborative writing on EFL learners’ written performance.
2.Examine whether collaborative writing improves learners’ written performance.
3.Show the importance of using collaborative writing in improving EFL learners’ written language skills.
1.3. Research Questions
1. To what extent does collaborative writing affect EFL learners’ written performance?
2. How can collaborative writing help improve EFL learners’ written performance?
1.4. Hypotheses of the Study
1. To a large extent, collaborative writing affects the writing performance of EFL learners.
2. Using collaborative writing positively affects the written performance of EFL learners.
1.5. Methodology of the Study
The study adopts a quasi-experimental approach using a pre-test and post-test, targeting a specific group of EFLlearners majoring in English.
1.6. Definition of Terms
EFL
A foreign language is a language that is not spoken as the native or official language of a particular country. It is a language indigenous to another nation and is typically learned in a non-native environment. For example, an English speaker living in an Arab country may regard Arabic as a foreign language, while learners studying English in countries where English is not commonly used in daily communication are considered EFL learners
[13]
Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford University Press.
[13]
.
2. Literature Review
2.1. Writing in EFL Context
Writing in EFL Context Writing is widely recognized as one of the most challenging skills for EFL learners. Accordingly,
[17]
Weigle, S. C. (2002). Assessing Writing. Cambridge: Cambridge University Press.
[17]
states that writing is a complex cognitive activity that involves generating ideas, organizing content, selecting appropriate vocabulary, applying grammatical rules, and revising texts. EFL learners often struggle with these processes due to a lack of linguistic competence or insufficient exposure to the target language. Similarly,
[5]
Hyland, K. (2003). Second Language Writing. Cambridge: Cambridge University Press.
[5]
explains that writing is not only a linguistic activity but also a social and cognitive process, requiring interaction between the writer, the reader, and the context. In traditional EFL classrooms, writing is often taught as an individual and product-oriented skill, which may limit learners’ opportunities to develop writing strategies and communicative competence.
2.2. Concept of Collaborative Writing
Collaborative writing refers to an instructional approach in which two or more learners work together to produce a single written text.
[14]
Storch, N. (2013). Collaborative Writing in L2 Classrooms. Bristol: Multilingual Matters.
[14]
mentions collaborative writing involves shared responsibility in planning, drafting, revising, and editing a text. This approach encourages learners to exchange ideas, negotiate meaning, and provide feedback to one another, whereas
[11]
Pardede, P. (2024). Writing in EFL Settings: A Review. Journal of English Teaching, 10(1), 92–109.
[11]
defines collaborative writing as learner-centered strategy grounded in interaction and cooperation, where students actively participate in constructing knowledge through social engagement. This definition emphasizes the shift from teacher-dominated instruction to student-centered learning environment. Collaborative writing implies shift from product-based instruction to socially mediated learning where interactions, negotiations, and share ideas become central components of writing. Collaborative writing is learning approach in which learners work together in terms of groups or pairs to plan, write, revise, and edit a text or essay. In collaborative writing, learning is done through discussion, negotiation, per feedback and outputs.
2.3. Benefits of Collaborative Writing in EFLClass Room
Several studies show the advantages of collaborative writing for EFL learners. It promotes idea generation and content development through group discussion. Collaborative writing improves grammatical accuracy and vocabulary use through peer correction. It enhances and strength motivation and confidence, as learners feel less anxious when writing with peers. Moreover, it develops critical thinking and communication skills which are essential for academic writing.
[1]
Abbas, M. (2022). Collaborative writing strategy to create skills of 21st century learners. Al-Ishlah Journal, 14(1), 55–65.
[1]
indicates that collaborative writing supports the development of 21st–century skills such as team work, problem-solving and creativity, making it valuables strategy in modern EFL education.
[3]
Anggraini, R., Rozimela, Y., & Anwar, D. (2020). The effects of collaborative writing on EFL learners’ writing skills and their perception of strategy. Journal of Language Teaching and Research, 11(2), 335–341.
[3]
, found that students who are participated in collaborative writing tasks demonstrated better writing quality and more positive attitudes towards writing. The learners reported that peer interaction helped generate ideas and reduce writing anxiety. Teacher should move from individual to group text composition. Learning improves when learners discuss, ask, and negotiate ideas while writing. Therefore, writing should include pair and group work. Collaborative writing allows teachers to manage large classes by grouping learners of different language proficiency.
2.4. Challenges of Implementing Collaborative Writing
Despite its benefits, collaborative writing also presents some challenges that both teachers and learners may experience. For example,
[11]
Pardede, P. (2024). Writing in EFL Settings: A Review. Journal of English Teaching, 10(1), 92–109.
[11]
notes that unequal participation, a lack of clear roles, and students’ unfamiliarity with collaborative learning can reduce the effectiveness of this approach. Therefore, teachers play a crucial role in organizing groups, providing clear instructions, and monitoring interaction. Wigglesworth and
[14]
Storch, N. (2013). Collaborative Writing in L2 Classrooms. Bristol: Multilingual Matters.
[14]
show that differences in language proficiency are also considered one of the noticeable challenges in implementing collaborative writing. Variations in learners’ abilities, vocabulary, and grammatical knowledge can create tension. Lower-level students may feel anxious or dependent, while higher-level learners may feel overburdened.
[14]
Storch, N. (2013). Collaborative Writing in L2 Classrooms. Bristol: Multilingual Matters.
[14]
and
[2]
Al Dossary, K. (2025). Unlocking potential: Exploring the enduring impact of collaborative writing on lower-proficiency EFL learners. Educational Process: International Journal, 15, 1–12.
[2]
explain that in collaborative writing learners tend to overuse their first language. Learners may rely excessively on their mother tongue during collaboration, which reduces exposure to the target language and limits language development.
[4]
Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. New York: Pearson Education.
[4]
also found that teachers may struggle with assessment difficulties when implementing collaborative writing. Assessing individual performance in a group-written text is challenging. Teachers may find it difficult to determine each learner’s actual contribution, which raises concerns about fairness. Moreover,
[12]
Richards, J. C., & Renandya, W. A. (2002). Methodology in Language Teaching. Cambridge University Press.
[12]
prove that classroom management is a major issue in using collaborative writing. Managing multiple groups simultaneously can be demanding for teachers. Monitoring interaction, providing feedback, and ensuring productive collaboration require strong classroom management skills. Based on what has been mentioned above, teachers who intend to use collaborative writing should consider all these challenges. It is also worth noting that collaborative writing requires a competent teacher to create a supportive environment, design an appropriate classroom layout, and manage the class effectively. Moreover, he or she should understand how to group learners appropriately when introducing them to collaborative writing.
3. Methods
3.1. Participants
The participants in the study consist of thirty (30) EFL learners majoring in English at Red Sea University, Faculty of Arts and Humanities, selected from the same academic level. They are divided into two groups, namely an experimental group (15) and a control group (15).
3.2. Procedure
The experimental group is taught writing using collaborative activities, while the control group is taught writing using the traditional individual method. Both groups take pre-tests and post-tests at different time intervals. The results are collected and analyzed using mean scores and percentages.
3.3. Instrument
The researcher uses a written test (pre-test and post-test) to evaluate and measure EFL learners’ written performance.
3.4. Scoring Method
A scoring rubric is used to assess written performance in terms of grammar, vocabulary choice, organization, unity, and cohesive ties.
4. Data Analysis and Discussion
The Data is analyzed by SPSS program
Experimental Group Results (Collaborative Writing)
Table 1. Test scores of experimental groups.
Students
Pre -test scores
Post- tests scores
S1
9
15
S2
10
16
S3
8
14
S4
11
17
S5
9
15
S6
10
16
S7
8
14
S8
9
14
S9
10
20
S10
11
18
S11
9
13
S12
8
16
S13
10
16
S14
9
15
S15
11
18
S16
142
237
Table 2. Mean and Percentage of the pre-test (Experimental group).
Test
mean
percentage
Pre-Test
9.40
47.0%
Calculation
Mean
237÷15=15.8
Percentage
15.8÷20×100=79%
Table 3. Mean and Percentage of the Post-Test (Experimental Group).
Test
means
percentage
Post-test
15.8
79%
Calculation
Mean
237÷15=15.8
Percentage
15.8÷20×100=79%
Table 4. Pre-test and post test ofcontrol group of.
Students
Pre -test scores
Post- tests scores
S16
10
10
S17
10
12
S18
7
9
S19
6
11
S20
10
12
S21
8
11
S22
9
12
S23
10
12
S24
12
10
S25
8
9
S26
9
13
S27
11
12
S28
5
9
S29
10
13
S30
10
11
Total
136
166
5. Conclusion and Results
The purpose of this study was to examine and investigate the effect of collaborative writing on improving EFL Learner’s written performance. The study used a quasi- experimental design with pre-test and post-test for both experimental and control group. The findings show that learners who taught writing through collaborative writing achieved significantly higher scores than those who were taught through the traditional writing method. It also indicates that, the experimental group showed notable improvement in some linguistics levels and elements. This improvement includes: grammar, vocabulary, organization of topic, coherence and writing mechanism. Although the control group showed some improvements, but their progress was very limited compare with the experimental group. Based on these results, it can be concluded that collaborative writing is an effective instructional strategy for improving EFL Learner’s written performance. Collaborative writing encourages interaction, idea sharing and peer feedback, which contribute positively to the development of writing skills.
Table 5. Comparison of Post-Test Results.
Group
Mean
Percentage
Experimental Group
15.8
79%
Control Group
11.06
55.3%
6. Recommendations
Based on the above findings and conclusions, the following recommendations are suggested:
1) EFL teachers are encouraged to use collaborative writing activities to improve learner’s writing skills.
2) Writing instructions should include pair and group work to promote interaction and cooperation among learners.
Abbas, M. (2022). Collaborative writing strategy to create skills of 21st century learners. Al-Ishlah Journal, 14(1), 55–65.
[2]
Al Dossary, K. (2025). Unlocking potential: Exploring the enduring impact of collaborative writing on lower-proficiency EFL learners. Educational Process: International Journal, 15, 1–12.
[3]
Anggraini, R., Rozimela, Y., & Anwar, D. (2020). The effects of collaborative writing on EFL learners’ writing skills and their perception of strategy. Journal of Language Teaching and Research, 11(2), 335–341.
[4]
Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. New York: Pearson Education.
[5]
Hyland, K. (2003). Second Language Writing. Cambridge: Cambridge University Press.
[6]
Kessler, G. (2009). Student-initiated attention to form in wiki-based collaborative writing. Language Learning & Technology, 13(1), 79–95.
[7]
Li, Y. (2023). The effect of online collaborative writing instruction on enhancing writing performance, motivation and self-efficacy of Chinese EFL learners. Frontiers in Psychology, 14, 1–14.
[8]
Nation, I. S. P., & Macalister, J. (2020). Teaching ESL/EFL Reading and Writing (2nd ed.). Routledge.
[9]
Nguyen, T., & Phuong, H. (2021). The impacts of collaborative writing on EFL learners’ paragraph writing performance. International Journal of Science and Management Studies, 4(4), 177–190.
[10]
O’Donnell, A. (2014). Cognitive Perspectives on Peer Learning. Routledge.
[11]
Pardede, P. (2024). Writing in EFL Settings: A Review. Journal of English Teaching, 10(1), 92–109.
[12]
Richards, J. C., & Renandya, W. A. (2002). Methodology in Language Teaching. Cambridge University Press.
[13]
Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford University Press.
[14]
Storch, N. (2013). Collaborative Writing in L2 Classrooms. Bristol: Multilingual Matters.
[15]
Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural Theory and Second Language Learning (pp. 97–114). Oxford: Oxford University Press.
[16]
Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
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Sorage, S. S., Ibrahim, N. A. (2026). Using Collaborative Writing to Improve EFL Sudanese Learners Written Performance. International Journal of English Teaching and Learning, 4(1), 8-12. https://doi.org/10.11648/j.ijetl.20260401.12
Sorage, S. S.; Ibrahim, N. A. Using Collaborative Writing to Improve EFL Sudanese Learners Written Performance. Int. J. Engl. Teach. Learn.2026, 4(1), 8-12. doi: 10.11648/j.ijetl.20260401.12
Sorage SS, Ibrahim NA. Using Collaborative Writing to Improve EFL Sudanese Learners Written Performance. Int J Engl Teach Learn. 2026;4(1):8-12. doi: 10.11648/j.ijetl.20260401.12
@article{10.11648/j.ijetl.20260401.12,
author = {Saeed Sulieman Sorage and Nahid Alamin Ibrahim},
title = {Using Collaborative Writing to Improve EFL Sudanese Learners Written Performance},
journal = {International Journal of English Teaching and Learning},
volume = {4},
number = {1},
pages = {8-12},
doi = {10.11648/j.ijetl.20260401.12},
url = {https://doi.org/10.11648/j.ijetl.20260401.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijetl.20260401.12},
abstract = {This study aims to investigate the effectiveness of using the collaborative writing method in improving the written performance of EFL learners. A quasi-experimental method was adopted, involving a pre-test and post-test for both an experimental group and a control group. The sample consisted of 30 learners, divided equally into two groups. The experimental group was taught using the collaborative writing method, while the control group received traditional writing instruction. A written test was used as a tool for data collection to assess learners’ performance based on six criteria: grammar, vocabulary, organization, unity, coherence, and mechanics. The results revealed that both groups showed improvement after instruction; however, the experimental group demonstrated significantly higher gains. The mean score of the experimental group increased from 9.40 (47.0%) in the pre-test to 15.8 (79%) in the post-test, while the control group improved from 9.06 (45.3%) to 11.06 (55.3%). The findings indicate that collaborative writing is more effective than traditional methods in enhancing writing skills. Therefore, the study recommends the integration of collaborative writing in EFL classrooms to improve learners’ writing performance.},
year = {2026}
}
TY - JOUR
T1 - Using Collaborative Writing to Improve EFL Sudanese Learners Written Performance
AU - Saeed Sulieman Sorage
AU - Nahid Alamin Ibrahim
Y1 - 2026/06/29
PY - 2026
N1 - https://doi.org/10.11648/j.ijetl.20260401.12
DO - 10.11648/j.ijetl.20260401.12
T2 - International Journal of English Teaching and Learning
JF - International Journal of English Teaching and Learning
JO - International Journal of English Teaching and Learning
SP - 8
EP - 12
PB - Science Publishing Group
SN - 2997-2566
UR - https://doi.org/10.11648/j.ijetl.20260401.12
AB - This study aims to investigate the effectiveness of using the collaborative writing method in improving the written performance of EFL learners. A quasi-experimental method was adopted, involving a pre-test and post-test for both an experimental group and a control group. The sample consisted of 30 learners, divided equally into two groups. The experimental group was taught using the collaborative writing method, while the control group received traditional writing instruction. A written test was used as a tool for data collection to assess learners’ performance based on six criteria: grammar, vocabulary, organization, unity, coherence, and mechanics. The results revealed that both groups showed improvement after instruction; however, the experimental group demonstrated significantly higher gains. The mean score of the experimental group increased from 9.40 (47.0%) in the pre-test to 15.8 (79%) in the post-test, while the control group improved from 9.06 (45.3%) to 11.06 (55.3%). The findings indicate that collaborative writing is more effective than traditional methods in enhancing writing skills. Therefore, the study recommends the integration of collaborative writing in EFL classrooms to improve learners’ writing performance.
VL - 4
IS - 1
ER -
Sorage, S. S., Ibrahim, N. A. (2026). Using Collaborative Writing to Improve EFL Sudanese Learners Written Performance. International Journal of English Teaching and Learning, 4(1), 8-12. https://doi.org/10.11648/j.ijetl.20260401.12
Sorage, S. S.; Ibrahim, N. A. Using Collaborative Writing to Improve EFL Sudanese Learners Written Performance. Int. J. Engl. Teach. Learn.2026, 4(1), 8-12. doi: 10.11648/j.ijetl.20260401.12
Sorage SS, Ibrahim NA. Using Collaborative Writing to Improve EFL Sudanese Learners Written Performance. Int J Engl Teach Learn. 2026;4(1):8-12. doi: 10.11648/j.ijetl.20260401.12
@article{10.11648/j.ijetl.20260401.12,
author = {Saeed Sulieman Sorage and Nahid Alamin Ibrahim},
title = {Using Collaborative Writing to Improve EFL Sudanese Learners Written Performance},
journal = {International Journal of English Teaching and Learning},
volume = {4},
number = {1},
pages = {8-12},
doi = {10.11648/j.ijetl.20260401.12},
url = {https://doi.org/10.11648/j.ijetl.20260401.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijetl.20260401.12},
abstract = {This study aims to investigate the effectiveness of using the collaborative writing method in improving the written performance of EFL learners. A quasi-experimental method was adopted, involving a pre-test and post-test for both an experimental group and a control group. The sample consisted of 30 learners, divided equally into two groups. The experimental group was taught using the collaborative writing method, while the control group received traditional writing instruction. A written test was used as a tool for data collection to assess learners’ performance based on six criteria: grammar, vocabulary, organization, unity, coherence, and mechanics. The results revealed that both groups showed improvement after instruction; however, the experimental group demonstrated significantly higher gains. The mean score of the experimental group increased from 9.40 (47.0%) in the pre-test to 15.8 (79%) in the post-test, while the control group improved from 9.06 (45.3%) to 11.06 (55.3%). The findings indicate that collaborative writing is more effective than traditional methods in enhancing writing skills. Therefore, the study recommends the integration of collaborative writing in EFL classrooms to improve learners’ writing performance.},
year = {2026}
}
TY - JOUR
T1 - Using Collaborative Writing to Improve EFL Sudanese Learners Written Performance
AU - Saeed Sulieman Sorage
AU - Nahid Alamin Ibrahim
Y1 - 2026/06/29
PY - 2026
N1 - https://doi.org/10.11648/j.ijetl.20260401.12
DO - 10.11648/j.ijetl.20260401.12
T2 - International Journal of English Teaching and Learning
JF - International Journal of English Teaching and Learning
JO - International Journal of English Teaching and Learning
SP - 8
EP - 12
PB - Science Publishing Group
SN - 2997-2566
UR - https://doi.org/10.11648/j.ijetl.20260401.12
AB - This study aims to investigate the effectiveness of using the collaborative writing method in improving the written performance of EFL learners. A quasi-experimental method was adopted, involving a pre-test and post-test for both an experimental group and a control group. The sample consisted of 30 learners, divided equally into two groups. The experimental group was taught using the collaborative writing method, while the control group received traditional writing instruction. A written test was used as a tool for data collection to assess learners’ performance based on six criteria: grammar, vocabulary, organization, unity, coherence, and mechanics. The results revealed that both groups showed improvement after instruction; however, the experimental group demonstrated significantly higher gains. The mean score of the experimental group increased from 9.40 (47.0%) in the pre-test to 15.8 (79%) in the post-test, while the control group improved from 9.06 (45.3%) to 11.06 (55.3%). The findings indicate that collaborative writing is more effective than traditional methods in enhancing writing skills. Therefore, the study recommends the integration of collaborative writing in EFL classrooms to improve learners’ writing performance.
VL - 4
IS - 1
ER -
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