Acta Psychol (Amst). 2026 Jan 26;263:106307. doi: 10.1016/j.actpsy.2026.106307. Online ahead of print.
ABSTRACT
In modern multilingual and multicultural societies, effective second or foreign language learning requires not only linguistic skills but also strong social competencies. This study examines the effect of collaborative writing instruction on the social skills of Grade 10 students in Ethiopia. A quasi-experimental design was used, and 86 students, 43 in each of the experimental and control groups, participated. The study used a lottery method to assign participants to an experimental and a control group. The experimental group was involved in collaborative writing tasks, whereas the control group received the conventional instruction. The data were collected using questionnaires and interviews. Subsequently, the quantitative data were analyzed using descriptive statistics, ANCOVA, independent-samples t-tests, and paired-sample t-tests, while the qualitative data were analyzed thematically. The results showed that students in the experimental group demonstrated a statistically significant improvement in social skills compared to those in the control group. Qualitative data also highlighted the attitudes of participants toward collaborative writing as transformative, which boosted their social interactions, teamwork, and confidence. This study not only underscores the pedagogical value of collaborative writing but also offers evidence to implement these practices, enhancing necessary social skills across different learning settings. By linking language learning with social skills enhancement, this research contributes to the literature on language education and proposes instructional frameworks relevant to diverse globalized classrooms.
PMID:41592369 | DOI:10.1016/j.actpsy.2026.106307
