Abstract

The objective of this research was twofold: to measure the effect of collaborative writing in the performance of students of English for writing argumentative texts in English as L2 by means of an online collaborative writing tool (Google Drive) for a period of 12 sessions in a b-Learning environment, and to compare these results with those of a control group working individually. The quasi experimental study involved pre-test, immediate post-test, and two delayed post-tests for both groups, in a mixed model for repeated measures. Results allow for hypothesis validation, namely, that b-Learning collaborative writing supported by technological tools improves, facilitates and encourages student gains in writing in English as L2 in an instructional environment for academic purposes.