Integrating Collaborative Continuation Tasks to Promote English as a Foreign Language Learners’ Writing Quality and Attitude

Previous studies revealed the effectiveness of reading–writing continuation tasks in language learning, however, research optimizing these continuation tasks remains in its infancy. This study extends the existing literature by exploring whether the integration of collaborative learning with continuation tasks enhances both writing quality and attitude. The study employed a quasi-experimental design with 91 Chinese senior high school students learning English as a foreign language (EFL). Participants were assigned to two tasks: a collaborative continuation task and an independent continuation task. Results showed that (a) collaborative continuation tasks significantly improved participants’ writing quality, especially in terms of overall scores, fluency, and complexity, although writing accuracy remained unchanged; and (b) collaborative continuation tasks positively influenced participants’ writing attitude, significantly improving their writing preference, writing perception, and writing process, though these gains appeared to take somewhat different forms across proficiency levels. These findings yield important pedagogical implications for EFL writing instruction.