Comparing the Effects of Collaborative and Independent Writing on EFL Learners’ Individual Writing Performance: An Intervention Study

ABSTRACT Collaborative writing has attracted increasing attention in English as a Foreign Language (EFL) instruction due to its potential to enhance learners’ writing competence. However, few studies have examined the comparative effects of collaborative versus independent writing on EFL learners’ individual performance, especially in higher‐order writing skills such as content development and organization. This intervention study scrutinized the impacts of collaborative and independent writing on EFL learners’ individual writing outcomes, evaluating both overall performance and five sub‐dimensions, alongside students’ perceptions of collaborative writing experiences. 126 EFL learners at a university in southeastern China were recruited. The Experimental Group (EG) received collaborative writing instruction for 10 weeks, while the Control Group (CG) engaged in independent writing tasks. Data were collected via English writing performance tests, open‐ended questionnaires, and semi‐structured interviews and analyzed using analysis of covariance (ANCOVA) and thematic analysis. Quantitative results revealed that collaborative writing significantly enhanced individual writing performance in the EG, with post‐test scores surpassing those of the CG in most dimensions, except for mechanics. Qualitative findings further demonstrated that collaborative writing contributed to students’ growth not only in writing proficiency but also in motivation, confidence, and collaborative and communicative competence. However, challenges, such as disparities in writing abilities among group members and mismatches in writing habits and routines, were also noted. These findings underscore the value of fostering collaborative peer learning environments. It also offers practical implications for instructors and program directors seeking to implement more effective and engaging instructional strategies in EFL writing contexts.