The aim of this pre-experimental study is twofold: (1) to investigate the comparative effectiveness of individual, pair, and group writing conditions in L2 writing classes, and (2) to explore students’ perceptions about each of these conditions. The participants were university-level Turkish EFL learners studying in the English Preparatory Program of a state university. The data for investigating the effectiveness of these writing conditions came from in-class paragraph writing tasks whereas students’ perceptions were investigated through an open-ended questionnaire and semi-structured focus group interviews. The quantitative data were analyzed by running descriptive statistics analysis, Wilcoxon signed-rank test, and the Friedman test, and the qualitative data were content analyzed. As the findings indicated, when the participants wrote in groups they outperformed those who worked individually or in pairs regarding the (a) fluency, (b) accuracy, (c) complexity, (d) length, and (e) overall score of the paragraphs. Besides, perceived advantages and disadvantages of both collaborative writing (i.e., pair and group writing) and individual writing were pointed out by the participants. Based on the findings, some pedagogical implications and suggestions for further research are presented.

中文翻译：

---

一只手洗另一只手，洗双脸：L2写作中的个性与协作

实验前研究的目的是双重的：（1）研究个人，配对和小组写作条件在二语写作课中的相对有效性；（2）探索学生对每个条件的理解。参加者是在国立大学的英语预科课程中就读的土耳其大学EFL学习者。用于调查这些写作条件有效性的数据来​​自课堂上的段落写作任务，而学生的看法则通过不限成员名额调查表和半结构化焦点小组访谈进行调查。通过运行描述性统计分析，Wilcoxon符号秩检验和Friedman检验来分析定量数据，并对定性数据进行内容分析。结果表明，当参与者分组写作时，在（a）流利度，（b）准确性，（c）复杂性，（d）长度和（e）段落总体得分方面，他们的表现优于单独或成对工作的人。此外，参与者指出了合作写作（即成对写作和小组写作）和个人写作两者的优缺点。基于这些发现，提出了一些在教学上的启示和建议。