COLLABORATIVE WRITING TASKS AND THEIR IMPACT ON THE DEVELOPMENT OF EFL STUDENTS’ WRITING COMPETENCE

Abstract

Many writing lessons continue to rely on individual assignments despite growing evidence that writing develops through interaction. Collaborative writing tasks challenge the assumption that students learn best when working alone. By requiring learners to discuss ideas, negotiate meaning, and jointly construct texts, these activities transform writing from a private exercise into a social process. This article examines how collaborative writing tasks influence the development of writing competence among EFL students. Particular attention is given to idea generation, text organization, learner engagement, and critical thinking. The discussion argues that collaborative writing improves not only the final quality of written products but also the decision-making processes that shape them. Evidence from contemporary research and classroom practice suggests that students often produce more coherent and better-developed texts when writing becomes a shared responsibility rather than an individual obligation.