The Role of Collaborative Learning in Enhancing EFL Writing: A Mixed-Methods Investigation of Students’ Perceptions and Performance at Sebha Univer56sity

Abstract

This study investigates EFL students’ perceptions of collaborative learning in writing instruction at Sebha University and examines its impact on writing performance. A descriptive quantitative design was employed, complemented by a small-scale quasi-experimental component. Data were collected from 60 undergraduate students using a structured questionnaire, while 10 pre-intermediate learners participated in a pre–post writing task following collaborative activities. Findings revealed that students held positive perceptions of collaborative learning, reporting improvements in grammar, vocabulary, organization, coherence, confidence, and reduced writing anxiety. Descriptive results were supported by experimental evidence, showing a significant increase in post-test writing scores (M = 8.0) compared to pre-test scores (M = 5.5). However, challenges such as unequal participation, coordination difficulties, and time management were identified. Overall, the study demonstrates that collaborative learning enhances both learners’ attitudes and writing performance in EFL contexts. The study recommends integrating structured collaborative writing tasks into EFL curricula and encourages further research using larger samples and stronger experimental designs.