Investigating Collaborative Learning through Social Networking on Iranian EFL Learners’ Writing

Jafar Entezari, Saeed Taki


This study was an attempt to investigate the effect of collaborative learning through social networking on Iranian EFL learners’ writing. The researcher chose 60 male and female EFL learners whose homogeneity was determined through administering a Quick Placement Test (OPT) at the beginning of the study. The participants were divided into two groups: the experimental group which used collaborative learning through social networking, and the control group, which was taught through conventional EFL classes. The instrument utilized in this study was a writing test, the test was used as both the pretest and posttest. A number of independent samples t tests were conducted to determine whether there was a significant difference in developing the writing skills of Iranian students in the two groups. The results revealed that collaborative learning through social networking significantly enhanced Iranian EFL learners’ writing skills. Based upon the findings of the study, it can be concluded that collaborative learning through social networking can be a tool for EFL learners to develop their skills in this field. The outcome of this study can be used by curriculum developers and EFL teachers to consider the importance of a collaborative learning and group learning along with the use of new technology and internet-based contexts.


Collaborative learning, social networking, writing skill

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