The effect of teacher’s presence in collaborative online writing on EFL writing skills, reading comprehension and learner autonomy

This study aimed at developing EFL students' writing skills, by examining the effect of teacher intervention in online collaborative on students’ performance, reading comprehension, and learner autonomy. The sample comprised 98 fresh female students enrolled College Education, Kuwait University, who were different majors. divided into three groups; two experimental groups a control one. Both treatment engaged projects, utilizing google documents (GD) program. However, first group was exposed to high presence (HTP), whereas second low (LTP). spanned over period 13 weeks. tools incorporated included test, comprehension autonomy questionnaire. Results showed that both improved writing, leaner autonomy, compared group. Nonetheless, (HTP) outperformed (LTP) most skills. As far as are concerned, no differences could be detected between groups. sustained conclusion contexts is paramount improving especially for those whose language proficiency not very high. It suggested facilitated interaction, collaboration reciprocal learning process, without undermining their