IMPLEMENTATION OF COLLABORATIVE LEARNING STRATEGIES IN WRITING CLASSES

Abstract

The article examines the application of collaborative learning approaches to improve writing skills among EFL learners. It highlights the pedagogical significance of peer interaction, group tasks, and cooperative strategies in developing linguistic, cognitive, and socio-emotional skills. The study emphasizes how structured collaboration, such as peer review, group writing projects, and collaborative editing, fosters a sense of shared responsibility and accountability among learners. Drawing on socio-constructivist and interactionist theories, the article argues that collaboration enhances idea generation, critical thinking, and language accuracy while reducing anxiety and increasing motivation. It further explores practical techniques for implementing collaborative strategies in classroom writing activities, considering both traditional and digital contexts. The research suggests that consistent integration of collaborative learning in writing classes leads to improved coherence, creativity, and overall writing performance. By connecting theoretical principles with practical applications, the article provides valuable insights for teachers aiming to create interactive, learner-centered writing environments.