Collaborative Writing in Classroom Instruction: A Synthesis of Recent Research

Abstract

This study aims to present how collaborative writing as a pedagogical practice has developed over the last decade. We conducted a synthesis of published research that has investigated collaborative writing from a variety of perspectives, in first and second languages, and in diverse contexts internationally including students in primary, secondary schools, and universities. Three general claims, supported by evidence, emerged from our analyses of 68 empirical studies published in refereed journals from 2006-2016: (1) technology has facilitated collaborative writing tasks; (2) most students are motivated by an improvement in their writing competencies in collaborative writing tasks; and (3) collaborative writing is effective in improving accuracy of student writing and critical thinking. Pedagogical implications will be briefly discussed.