The implementation of collaborative writing in EFL upper secondary school classrooms: A case study

Abstract

This single case study investigated the implementation of Collaborative Writing (CW) in an EFL upper secondary school classroom through the lens of Activity Theory (Engestrom, 1987). Data were collected from classroom observations and semi-structured interviews and analyzed to identify recurrent themes later mapped onto the activity system framework. The findings reveal that the teacher’s active role in providing scaffolding and feedback is crucial in collaborative writing. Additionally, the strategic division of labor within student groups and the teacher’s ongoing support significantly enhance the group’s ability to meet the curriculum’s educational objectives. The study further emphasizes the critical role of the classroom community, which is shaped by external factors such as academic policies, cultural norms, and students’ language proficiency and attitudes toward learning. These factors necessitate the creation of an inclusive and supportive environment where clear rules, structured roles, and appropriate tools are aligned with the specific needs of the students. These findings suggest that for CW to be effectively implemented, teachers must consider these community-related factors and adapt their instructional strategies accordingly.