“…Furthermore, collaborative writing (CW) has been embraced to generate and support knowledge co-construction in education; facilitates deep learning and a communication channel in pedagogy that stimulates learner autonomy, creativity, and critical thinking (Cliff Hodges, 2002; Lowry, Curtis, and Michelle René Lowry, 2004). While the findings of previous research have shed some light on the effects of CW (Kim, 2020;Letters & Examiners, 2016;Studies, International & Centre, 2015;Shehadeh, 2011), EFL students' attitudes (Abahussain, 2020; Chen & Yu, 2019; Ismail & Lustyantie, 2020), little research has been conducted to investigate the impacts of CW on EFL students' paragraph writing performance in Vietnam in common and in the Mekong Delta in particular. This is a gap that needs to be fulfilled.…”