Abstract
Collaborative writing activities involve the production of a single text by two or more coauthors. These activities require the coauthors to communicate as they compose the text. This communication is via speaking when collaborative writing is implemented in the classroom in the face‐to‐face mode, or increasingly via chats in a computer‐mediated mode. This entry begins by defining collaborative writing and then it presents the theoretical and empirical reasons to implement collaborative writing activities in the language classroom. In order to maximize the language learning opportunities that collaborative writing may afford language learners, the entry concludes by presenting research‐informed advice on how such writing activities should be implemented.
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