Collaborative writing in higher education English-language instruction: a review of research and pedagogical practice
DOI:
https://doi.org/10.17721/2663-0303.2026.1.06Keywords:
academic writing skills, collaborative writing, English-language instruction, higher education, pedagogical practiceAbstract
This article examines collaborative approaches to developing English-language academic writing skills in higher education, with particular attention to similarities and differences between international and Ukrainian pedagogical contexts. The study explores contemporary conceptualisations of academic writing as a multidimensional, socially situated, and disciplinespecific competence shaped by globalisation, digitalisation, and intercultural communication. Drawing on international and Ukrainian scholarship, the review analyses theoretical perspectives on academic literacy, disciplinary writing and collaborative learning and synthesizes empirical research on collaborative writing practices, including peer review, brainstorming, group writing, joint text production, and digitally mediated interaction.
The findings indicate that collaborative approaches support the development of writing proficiency, genre awareness, critical thinking, learner autonomy, and intercultural competence; their effects on writing fluency, while historically debated, appear positive when collaboration is carefully structured. International studies emphasise the importance of interaction, negotiation of meaning, and shared responsibility in fostering academic literacy and language development. The Ukrainian scholarship increasingly aligns with international competence-based and genre-oriented approaches while preserving a strong focus on methodological structuring and digital integration in higher education.
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