A systematic review of employing collaborative writing activities in pre-.university English language classrooms

Abstract EN

The study aimed to explore the role of collaborative writing activities in enhancing English writing skills for pre-university stages.

therefore, the current study analyzed thirteen scientific studies on collaborative writing in the classroom for the various stages of public education using a scientific method that mixed qualitative and quantitative research.

this review presents new proposals that are useful in improving the writing skill of english language learners.

the current study reviewed writing tasks, method of participation in collaborative writing activities, writing outcomes, and collaborative writing assessment.

the study results showed that the bulk of the studies included students from all levels of pre-university education who study English as a second language and perform various collaborative writing tasks.

this review revealed that previous scientific research adopted three different methodologies for studying collaborative writing activities in esl classes teaching students face-to-face (F2F), teaching them online, and merging face-to-face and distance teaching.

the studies examined also showed the processes and tasks of collaborative writing and the outcomes of collaborative writing.

she demonstrated how to evaluate collaborative writing in esl and its production using various methods.

the study also showed the positive educational effects of cooperative writing activities on improving writing skills as one of the basic skills in learning English.

finally, the study recommended further future studies based on the current study results.