The effect of individual and collaborative writing on fluency, accuracy, and complexity of writing performance of Iranian intermediate learners: Mediating role of multimodal instruction

The main purpose of the present study was to find out the possible effects of multimedia teaching on the three writing qualities of complexity, accuracy, and fluency (CAF) of the learners when writing individually or in collaboration with others. According to Cohen (2003), the way through which a learner does the task of writing is an essential factor in successful use of the cognitive and metacognitive processes associated with writing tasks, and this is, in fact, the reason why the researchers of the current inquiry focused on multimedia teaching, which means using videos, clips, movies, etc. in teaching, in carrying out this research. A further point is that as Wigglesworth and Storch (2012) asserted, students are frequently asked to work in pairs or groups to fulfill written assignments and this permits them to pool their linguistic resources since they have the opportunity to consult each other about different ideas, ways of providing the ideas, and even grammatical problems they may have in expressing the ideas.