Research Article
Author
This research examines the cognitive, linguistic, and affective involvement of Saudi EFL learners in cloud-based collaborative writing (CBCW) in online classrooms. Based on sociocultural, sociocognitive, and affective theories, the study explores how CBCW promotes agency, scaffolding, and writing growth. A qualitative practitioner-research design was used, and data included student reflective journal entries (n = 28), semi-structured interviews (n = 5), and online questionnaires (n = 123). Thematic analysis yielded five main findings: (1) enhanced writing skills and metalinguistic awareness due to collaborative revision; (2) peer scaffolding, which enhanced the cognitive engagement and co-construction of meaning; (3) positive affective experiences, including the increased motivation, confidence, and reduced anxiety; (4) development of learner autonomy and digital literacy; and (5) the constant problems, including the unequal participation, conflicting peer feedback, and technological difficulties. The paper shows how CBCW can be used to bring about change in learner-centered writing practices in classrooms that have been characterized by teacher-centered teaching. It provides pedagogical implications of scaffolding collaboration, designing affectively safe spaces, and incorporating digital literacies in curricula, as well as the necessity of inclusive task design to overcome difficulties. The findings can be applied to the wider debates about technology-mediated language learning and acquisition of agency in digitally mediated EFL writing contexts.
Keywords: Cloud-based collaborative writing (CBCW), learner agency, scaffolding, sociocultural theory, cognitive engagement, digital literacy, online learning
How to Cite: Hamid, S. (2026) “Scaffolding Agency: Exploring EFL Students’ Cognitive and Linguistic Engagement with Cloud-Based Collaborative Writing”, Literacy Connections. 2(1). doi: https://doi.org/10.4148/litconnections.21175