摘要：A large body of research has examined the interaction of oral and written language in formal educational context. Language practitioners and researchers have also taken up the sociocultural approach to language learning and emphasized the need for composition teachers to promote a social atmosphere in classrooms through collaboration. Accordingly, the present study sought to extend the scope of collaborative writing studies to FL context. More specifically, it aimed to investigate the writing performance of Iranian intermediate EFL learners in the textbook evaluation course which is one of the university courses for the students of TEFL (Teaching English as a Foreign Language). For this purpose, fifty seven female EFL learners participated in this study. It was carried out in two parallel textbook evaluation classes; namely, control and experimental groups to which students were randomly assigned. Students were supposed to evaluate eight series of ELT materials and write reports based on them. Students in the control group did the tasks individually; whereas students in the experimental group wrote collaboratively in small groups. Data collection was based on the pre-test, post-test design. The results of statistical analysis revealed that the students working in groups outperformed those writing individually based on such writing components as content, organization, grammar, and vocabulary.
