The Effect of Collaborative Writing on Iranian EFL Learners’ L2 Writing Anxiety and Attitudes

Mehrnoosh Haji Jalili, Mohsen Shahrokhi


The study investigated the effects of Individual and collaborative teaching on the writing anxiety of Iranian EFL learners. Moreover, the participants’ attitudes towards collaborative writing were explored. To this end, sixty were divided into two groups. The participants in both groups were asked to compose a story based on the provided picture sheet. One group worked individually, and the other group worked in pairs. Additionally, the Second Language Writing Anxiety Inventory (SLWAI) and the Collaborative Writing Questionnaire (CWQ) were administered after the treatment. The results disclosed that collaboration led to the reduction of learners’ writing anxiety rates. Furthermore, it was found that the participants had a positive attitude towards collaborative writing. The findings developed the understanding of social and affective factors involved in L2 writing.


individual and collaborative writing, writing anxiety, EFL learners’ attitude

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