Abstract
Over the last few years, the researchers and practitioners have acknowledged the potential benefits attained from collaborative writing activity which was based on the well- known theories of social constructivist and output hypothesis. Grounding from these theories, this study examined the collaborative writing combined with writing process approach to find out the effect of the task on students' ability in writing an explanation essay and students perception about the task. Two intact classes involving 30 students in each class participated in this study. One class as the experimental group completed the writing task using process writing in pairs while the other class completed the task individually. The students in experimental group were given a questionnaire right after the treatment to pool their views on the task. Post-test by administering the writing test was conducted to see the effect of the treatment. Data analysis revealed that students employing collaborative writing using process writing had better writing ability than students working individually. It was also found that most students felt that they gained many benefits from doing collaborative writing. These findings suggested that collaborative writing combined with process writing can be implemented in EFL writing pedagogy to improve students' writing ability.
 HIGHLIGHTS
 1. Collaborative writing has the positive effect on the overall writing ability and on each element of writing skill.2. Collaborative writing not only encouraged the students to share the knowledge they had to other members but also it gave them remarkable input they needed in improving thewriting skill.
Highlights
Communicative language teaching has viewed that collaborative learning between or among students is a substantial activity to provide students with an opportunity to use the language they have learned in meaningful context
The use of collaborative learning is supported by two major theories of language learning: the social constructivist view of learning which was built on the work of Vygotsky (1980), and the output hypothesis theory from Swain (1995)
This section is intended to present the results of the study according to the order of research questions. It begins with the result of pre-test to examine the homogeneity of experimental and control group. It proceeds to the presentation of the results of post-test to answer the research problem dealing with the effect of collaborative writing combined with process writing on students’ writing ability
Summary
Communicative language teaching has viewed that collaborative learning between or among students is a substantial activity to provide students with an opportunity to use the language they have learned in meaningful context. Collaborative learning has theoretical and pedagogical supports which have claimed the importance of interaction to promote language learning. The use of collaborative learning is supported by two major theories of language learning: the social constructivist view of learning which was built on the work of Vygotsky (1980), and the output hypothesis theory from Swain (1995). According to social constructivist theory proposed by well-known psychologist Vygotsky (1980), learning happens in a socially situated activity.
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