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Description
Group writing, as a collaborative learning strategy, has shown potential in fostering student motivation and enhancing their writing skills. However, within the context of English language teaching in Vietnam, little research has focused on the use of this strategy with EFL university students. The primary objective of this study is to assess the effectiveness of group writing in improving writing ability among second-year students. In the experiment, the treatment group engaged in group writing activities while the control group were assigned individual writing tasks. A pre-test and post-test were used to measure the participants’ writing performance. The results indicated that the treatment group outperformed the control group on the post-test. Based on the findings, actionable recommendations on techniques and procedures that can be employed to optimize group writing practices have been proposed.
Key words: EFL writing, group writing, writing performance, writing ability
