The Effects of Collaborative Writing to Learners’ Text in terms of Writing Accuracy from Sociocultural Theory Perspective

Abstract

Collaborative Writing (CW) has stimulated scholars for years in order to shed light on the effects of this kind of activity, and in terms of writing fluency, some researchers succeeded in stating that writing in groups affects the quality of learners' texts. Nevertheless, the previous studies have not provided fully spotlight on the field of utilizing grammar and vocabulary correctly when students compose text with peers. The purpose of this study was to review the effects of CW to the learners’ work in terms of accuracy from the perspective of Sociocultural Theory (SCT).