| This study was designed to explore the ways in which five Iraqi bilingual teacher scholars perceive and experience collaborative writing as part of their professional development in the Iraqi higher education. Additionally, the study explored the ways in which those scholars envision and/or implement collaborative writing in their college EFL classroom.;Data were collected through two email interviews with five participants and were presented in the form of narratives. Five themes were extracted from the data. The themes indicated that trust, commitment, and accountability are prerequisites of successful collaboration, collaboration is effective in developing the disciplinary knowledge of participants, collaborative writing has to be systematically organized with an element of negotiation, collaborative writing is a contextually sensitive practice, and finally collaborative writing is a valuable pedagogical tool in the EFL classroom.;The study concluded with recommendations for future research and implications for teaching and teacher education in Iraq. |
