In recent years, collaborative writing (CW) has emerged as an influential pedagogical approach in second language (L2) learning. By engaging learners in co-construction of texts, CW enhances interaction, metacognitive awareness, and language noticing while fostering social support and learner autonomy. Grounded in Vygotskian sociocultural theory and Schmidt’s noticing hypothesis, CW has been linked to improved syntactic, lexical, and discourse-level competence. Furthermore, digital collaborative platforms such as Google Docs and Microsoft Teams have expanded opportunities for synchronous and asynchronous co-authoring, promoting digital literacy alongside language skills. Despite its potential, CW also presents challenges including unequal participation and group conflict, which necessitate careful instructional scaffolding. This article synthesizes current research, highlights pedagogical implications, and identifies future directions for integrating collaborative writing in second language classrooms.

Collaborative writing, second language acquisition, digital platforms

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