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Students were organized into groups, pairs, and individual work, with papers scored on content, language use, and organization by three raters. Rubrics, semi-structured interviews, and observation were used. 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The 32 students were divided into groups of four (n=8), pairs (n=16) and individuals (n=32) . Their papers were rated in terms of content, language use, and organization by three raters. The research employed argumentative writing rubrics, semi-structured interview, and observation. From the total of 15 points, the novice learners gained the highest scores when writing in groups (̅X = 11.22), followed by pairs (̅X = 10. 19) and individuals (̅X = 8.98) . The intermediate learners also gained the highest scores in group work (̅X = 11. 50), followed by pairs (̅X = 10. 32), and individual work (̅X = 9.04), respectively. Similar to the advanced level, they had the highest scores when working in groups (̅X = 11.95), followed by pairs (̅X = 10.45), and individuals (̅X = 9.45) . The findings indicated that group work led to the highest scores in all proficiency levels and in groups, the students’ critical thinking improved regarding analyzing, evaluating and creating information when they brainstormed, shared and discussed all information. In pairs, the students also demonstrated that their critical thinking developed but only in analyzing from sharing information with a partner. In individuals, all proficiency levels reported that critical thinking was not developed as no interaction with peers.  \nKeywords: Collaborative writing, Group work, Pair work, Individual work, Argumentative writing, Writing activities.  \nCitation | Jitlada Moonma; Chittima Kaweera (2021) . Collaborative Writing in EFL Classroom: Comparison on Group, Pair, and Individual Writing Activities in Argumentative Tasks. Asian Journal of Education and Training, 7(3): 179-188.  \nHistory:  \nReceived: 26 May 2021  \nRevised: 21 June 2021  \nAccepted: 13 July 2021  \nPublished: 24 August 2021  \nLicensed: This work is licensed under a Creative Commons Attribution 3.0 License   \nPublisher: Asian Online Journal Publishing Group  \nAcknowledgement: Both authors contributed to the conception and design of the study.  \nFunding: The research project is funded by Unit of Exellence, University of Phayao.  \nCompeting Interests: The authors declare that they have no conflict of interests.  \nTransparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study was reported; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained.  \nEthical: This study follows all ethical practices during writing.  \nContents  \n1. Introduction .................................................................................................................................................................................... 180  \n2. Literature Review .......................................................................................................................................................................... 180  \n3. Research Questions ....................................................................................................................................................................... 182  \n4. Scope of the Study .......................................................................................................................................","cbCaig3nBbGJ1TWW","https://ap.wps.com/l/cbCaig3nBbGJ1TWW","pdf",373963,"English","# Introduction\n## Literature Review\n## Research Questions\n## Scope of the Study\n## Methodology\n## Results\n## Discussion\n## Conclusions\n## References","[{\"question\":\"What writing collaboration formats were compared in the study?\",\"answer\":\"The study compared argumentative writing done alone, in pairs, and in groups. It also examined how each format influenced students’ critical thinking.\"},{\"question\":\"How were students’ argumentative writing performances assessed?\",\"answer\":\"Three raters scored the papers on content, language use, and organization. The study used argumentative writing rubrics, along with semi-structured interviews and observation.\"},{\"question\":\"Which collaboration mode produced the highest scores across proficiency levels?\",\"answer\":\"Group work produced the highest scores for novice, intermediate, and advanced learners. Pair work ranked next, while individual work received the lowest scores.\"}]","Collaborative Writing in EFL Classroom - Comparison on Group, Pair, and Individual Writing Activities in Argumentative Tasks | PDF",1792076349,25]