Collaborative Writing in EFL Classroom: Comparison on Group, Pair, and Individual Writing Activities in Argumentative Tasks

This study focused on comparing the effects 32 students’ argumentative writing qualities when they worked alone or collaborated in pairs and groups explored opinions towards critical thinking across different activities. The students were divided into of four (n=8), (n=16) individuals (n=32). Their papers rated terms content, language use, organization by three raters. research employed rubrics, semi-structured interview, observation. From total 15 points, novice learners gained highest scores (X ? = 11.22), followed 10.19) 8.98). intermediate also group work 11.50), 10.32), individual 9.04), respectively. Similar to advanced level, had working 11.95), 10.45), 9.45). findings indicated that led all proficiency levels groups, improved regarding analyzing, evaluating creating information brainstormed, shared discussed information. In pairs, demonstrated their developed but only analyzing from sharing with a partner. individuals, reported was not as no interaction peers.