Effects of collaborative writing and peer feedback on Spanish as a foreign language writing performance

This study explores the effect of collaborative writing (CW) and peer feedback (PF) practices on subsequent individual assignments. Two groups university students in a Spanish as foreign language course experienced both CW PF (Group 1 then PF; Group 2 CW), pre posttests were analyzed for syntactic complexity, lexical diversity, accuracy, fluency, well overall quality using an analytic scale. Results suggest treatments produced improvements, although was more beneficial quality, while led to accurate texts. The order also affected scores: followed by better results complexity accuracy. Based results, pedagogical implications recommendations, limitations suggestions future research, are provided.