This study investigates the frameworks in which Kuwaiti high school students studying English as a foreign language engaged in collaborative writing exercises to determine the impact on the content of their independent and collectively written texts. Participants included final year high school students with an intermediate level of English proficiency (i.e., upper-intermediate or B2 on the CEFR index). This research paper examines the mechanisms in which participants engaged as part of their collaborative writing exercises and the effect of such engagement on their independent and collective writing content. The research adopted quantitative methodology for data collection through holistic proficiency sources. Empirical ranking of participants’ scores led to two conclusions on how teamwork in small groups influenced the content of student texts produced collaboratively and independently. In addition, collaborative writing tended to increase output in both classes. Although both groups of students improved in various learning areas, they scored higher overall on the second writing challenge.
Keywords: Impact, Kuwaiti high school, Students, collaborative writing, writing development
