Collaborative Writing in Omani ESL Classrooms: A Quasi-Experimental Study from a Sociocultural Perspective

Abstract

This study investigates the impact of collaborative writing (CW) on the academic writing development of English as a Second Language (ESL) learners in a higher education institution in Oman. Drawing on Sociocultural Theory (SCT) and the Zone of Proximal Development (ZPD), the study examines how dialogic interaction in CW tasks promotes scaffolding, cognitive engagement, and linguistic development. A quasi-experimental design was employed with two groups of Level 2 undergraduates: a control group engaged in individual writing tasks and an experimental group that completed structured CW activities. Quantitative data from pre- and post-tests were triangulated with qualitative insights from student reflections and classroom observations. Findings demonstrate that students in the CW group achieved greater improvement in idea organization, grammatical accuracy, and lexical range compared to their peers in the control group. Moreover, participants reported enhanced motivation, learner autonomy, and a stronger perception of writing as a socially mediated activity. These results carry important pedagogical and policy implications. In Oman, they align with national priorities articulated in Vision 2040, which emphasizes collaboration, innovation, and collective research through initiatives such as BLOCK Funding. The study provides evidence to support the integration of CW into writing pedagogy, showing that it not only strengthens linguistic competence but also cultivates collaborative skills essential for academic and professional contexts. At a broader regional level, where Arab learners share collective cultural orientations and writing remains a persistent challenge, the findings highlight the need for further evidence-based research to inform culturally responsive curriculum design and instructional practice.