Integrating computational thinking concepts into web-based collaborative English as a foreign language writing.

This qualitative study explores the integration of Computational Thinking (CT) concepts in web-based collaborative writing (CW) within English as a Foreign Language (EFL) instruction. It investigates how CT concepts, including decomposition, pattern recognition, abstraction, and algorithmic thinking, enhance teaching strategies and foster learner engagement in digital writing environments. Data collection involved a workshop with EFL teachers (N = 7) on applying CT concepts in web-based CW, followed by a focus group interview and reflective journal entries documenting their teaching practices. The findings suggest that incorporating CT principles into CW tasks enables students to break down complex writing processes, identify linguistic patterns, and systematically structure their contributions. Teachers observed notable improvements in students’ coherence, clarity, and critical thinking, as well as enhanced collaboration through digital platforms. However, they also highlighted challenges such as limited access to user-friendly tools and the need for further professional development in web-based foreign language writing pedagogy. This study provides valuable insights into interdisciplinary EFL instruction by demonstrating how CT principles can enrich CW practices. By fostering structured, reflective, and technology-enhanced learning environments, CT integration equips students with essential 21st-century skills for language education. Additionally, the findings contribute to discussions on teacher professionalism and education for the future, highlighting the need for educators to develop digital competencies and adapt to evolving pedagogical landscapes.