Collaborative Writing Methodology and Iranian Advanced Institute EFL Learners’ Writing Enhancement

Collaborative writing as a partially novel approach in bringing about writing enhancement has been in vogue since the advent of collaborative methodology in language learning. The researchers in the current study were after finding the effect of collaborative writing program on Iranian EFL learners’ writing proficiency enhancement. In so doing, 48 institute EFL learners were primarily selected as the participants of the study. Successive to running the proficiency test and homogenizing the participants, two writing tasks (selected from among IELTS tasks) in argumentative and expository modes were administered to learners in experimental and control group. During the treatment, which lasted for 10 consecutive sessions, a cooperative writing methodology was administered for the experimental group whereas the control group went through the customary individual method of writing practice assigned by the institute. Thus, students in both groups were to write 10 essays regarding the expository and argumentative topics given to them. A total of 192 written products were gathered during pretest and posttest, all of which were scored by two experienced raters according to IELTS scoring band descriptor, to cater for inter-rater reliability. Running Independent Samples t-test and Mann-Whitney U test, it was revealed that collaborative writing methodology had led to significant writing outperformance of experimental group participants vis-à-vis control group learners.