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The importance of collaborative activities has been recognized for increasing learning opportunities in language classrooms. However, benefits of collaborative writing in university writing classrooms have not been robustly reported yet. Thus, the purpose of this study was to investigate students’ perception of a collaborative writing project and its instructional benefits during a course devoted to teaching transitions from writing paragraphs to essays in an EFL classroom. The project involved 15 students in an intermediate-level writing class at a university in Korea. Each group was assigned with different types of paragraph. Other groups gave suggestions on how to transform the paragraph to a five-paragraph essay in a series of peer feedback workshops. Results of surveys and interviews of participants clearly revealed that the collaborative project helped them develop a positive attitude towards writing in L2 English and working in groups. This study contributes to the practice of academic writing by showing that collaborative writing allows students to achieve the goal of understanding composing processes and the goal of producing a presentable essay. For teachers who are reluctant to implement collaborative writing projects in EFL settings, this study provides useful guidelines for project design and practical applications for the classroom.
