Research has shown that collaboratively produced texts are better in quality compared with individually written texts. However, no study has considered the role of collaboration in authorial voice, which is an essential element in current writing curricula. This study analyzes the effects of collaborative task performance in the quality of L2 learners’ argumentative texts and in their authorial voice strength. A total of 306 upper-intermediate L2 learners were selected and divided into independent (N = 130) and paired (N = 176) groups. Each learner/pair was asked to write one argumentative text. The quality of writings was determined by a quantitative analysis that included three measures of complexity, accuracy, and fluency (CAF). Participants’ authorial voice strength was assessed by two raters using an analytic voice rubric. Comparison of means revealed that pairs outperformed independent writers in all CAF measures. However, the results for the role of collaboration in authorial voice were mixed: While pairs were more successful than independent writers in manifesting their ideational voice, independent writers outperformed pairs with regard to affective and presence voice dimensions and holistic voice scores. The article concludes that, despite its positive implications for L2 writing, collaborative writing may pose challenges for learners’ authorial stance taking.

研究表明，与单独撰写的文本相比，合作制作的文本在质量上要好一些。但是，没有研究考虑合作在作者声音中的作用，这是当前写作课程中必不可少的要素。这项研究分析了协作任务绩效对第二语言学习者论据文本的质量及其作者声音强度的影响。总共306名L2中级学习者被选为独立（N = 130）和配对（N= 176）组。每个学习者/对被要求写一篇论证性文章。作品的质量是通过定量分析确定的，其中包括复杂性，准确性和流利性（CAF）的三种度量。两名评估者使用分析语音规则评估了参与者的权威语音强度。均值的比较显示，在所有CAF指标中，配对均优于独立作者。但是，协作在作者声音中的作用结果好坏参半：虽然在表达自己的概念性声音方面，成对比独立作家更为成功，但在情感和在场声音维度以及整体声音得分方面，独立作家的表现要优于成对作家。文章的结论是，尽管它对第二语言写作有积极的影响，