The current attempt aimed to explore how computer-assisted peer negotiations impact collabora-tive writing among a group of 50 intermediate Iranian EFL learners. Random assignment was used to divide the participants into experimental and control groups. The experimental group received a treatment that involved incorporating visual stimuli and engaging in socializing activi-ties during the collaborative writing tasks. The writing assessments were conducted using Big Blue Button, Google Forms, and Google Docs. Although there was no statistically significant difference between the experimental and control groups, the study findings demonstrated that computer-assisted peer negotiations positively affected the writing skills of the experimental group. Both groups showed progress throughout the course. The participants in the experimental group provided favorable feedback on online collaborative writing, emphasizing the usefulness and practicality of technology and collaboration. The implication of this study suggests that computer-assisted peer negotiation can be implemented by EFL teachers and learners to en-hance writing performance and skills.
Dolatabadi et al. (Sun,) studied this question.