Innovation in Language Learning

This research explores the effectiveness of implementing Group Work in L2 writing classes to improve students' critical thinking skills. This effective pedagogical practice, Collaborative Writing, is gaining popularity in L2 classrooms, as it allows for multiple stages of correction through various levels of feedback. The literature review argues that this method creates potential spaces where students can learn independently and through peer review, thereby creating opportunities for at least two levels of error correction. To test this hypothesis, this paper adopts a blended methodology that analyses both qualitative and quantitative data gathered in three stages. In Stage One, the researchers implemented group work in their L2 writing classes to observe students' development. Students used a checklist, peer review, and the teacher's feedback to correct their work. In Stage Two, each teacher conducted a group meeting to reflect on the students' experience. In the final Stage, students were required to correct an assignment independently. The findings reveal that the students experienced deep learning and learned how to correct the assignment, demonstrating that group work enhances critical thinking skills among L2 writing students. Other significant findings include: students improved their communication skills, the small groups created an accommodating environment, especially for introverts, and students had the opportunity to discover their leadership and time management skills.