A Review Study on the Impact of Online Collaborative Learning on EFL Students’ Writing Skills

Abstract

This review study endeavors to review the literature on the impact of online collaborative learning on EFL students' writing skills. It also adds to the ongoing discussion about the way in which online collaboration might support writing and the extent to which online collaborative learning can facilitate mutual scaffolding among EFL students. In addition, it views the students’ perception and understanding of online collaboration as factors that need to be investigated to explore the impact of such an approach. The study utilized a qualitative method, which particularly relies on gathering materials and conclusions from existing literature such as books, papers, and articles. Based on the existing literature, online collaborative learning had a beneficial impact on the students' writing performance. The findings indicated that the implementation of online collaborative learning effectively facilitates the instructional and educational endeavors of both educators and learners. The observed results indicated significantly greater levels of accomplishment in comparison to those who did not use the same. This is achieved via the provision of feedback, explanations, and suggestions related to students' errors, as well as by promoting more opportunities for participation and collaboration. The evident advantage of online collaborative learning becomes clear when considering the impact of technology on improving students' writing abilities and knowledge. In a general sense, online collaborative learning may be seen as a potential substitute for traditional methods in teaching writing skills to English as a Foreign Language (EFL) or English as a Second Language (ESL) students.