Using Collaborative Writing to Improve EFL Sudanese Learners Written Performance

This study aims to investigate the effectiveness of using the collaborative writing method in improving the written performance of EFL learners. A quasi-experimental method was adopted, involving a pre-test and post-test for both an experimental group and a control group. The sample consisted of 30 learners, divided equally into two groups. The experimental group was taught using the collaborative writing method, while the control group received traditional writing instruction. A written test was used as a tool for data collection to assess learners’ performance based on six criteria: grammar, vocabulary, organization, unity, coherence, and mechanics. The results revealed that both groups showed improvement after instruction; however, the experimental group demonstrated significantly higher gains. The mean score of the experimental group increased from 9.40 (47.0%) in the pre-test to 15.8 (79%) in the post-test, while the control group improved from 9.06 (45.3%) to 11.06 (55.3%). The findings indicate that collaborative writing is more effective than traditional methods in enhancing writing skills. Therefore, the study recommends the integration of collaborative writing in EFL classrooms to improve learners’ writing performance.