Use of Collaborative Writing Task in an Advanced Korean Language Classroom

ABSTRACT Collaborative writing, where learners cocreate a text through peer interaction and shared responsibility, has gained attention in second language (L2) classrooms due to its cognitive, affective, and linguistic benefits. While widely studied in various L2 contexts, its application in Korean language education remains underexplored. This article introduces a curriculum integrating collaborative writing tasks in an advanced Korean class at a U.S. college, detailing the process and outcomes of incorporating such tasks. Moreover, this article discusses practical guidelines and considerations for instructors aiming to adopt similar collaborative writing tasks in their classrooms, emphasizing the importance of clear instructions, the appropriate pairing of students, and a balanced assessment of both collaborative efforts and final outputs.