مشخصات پژوهش

In recent years, Content and Language Integrated Learning (CLIL) has gained prominence as an instructional approach that simultaneously develops subject knowledge and foreign language proficiency (Coyle, 2006; Dalton-Puffer, 2011; Le & Nguyen, 2022). CLIL is associated with gains in both language development and content learning across educational settings (Dallinger et al., 2016; Piesche et al., 2016), including writing skills (Gené-Gil et al., 2015; Montaner-Villalba, 2021; Roquet & Pérez-Vidal, 2017). Research has suggested that CLIL can foster more authentic communicative environments, increase exposure to meaningful input, and provide functional opportunities for written language use (Coyle et al., 2010; Ruiz de Zarobe, 2010). However, the mechanisms that strengthen writing performance within CLIL remain underexplored, particularly in secondary EFL contexts outside Europe. t the same time, telecollaboration—technology-mediated intercultural communication—has emerged as a promising mediational tool that supports collaboration, language development, and interaction in technology-enhanced contexts (Bueno-Alastuey et al., 2018; O’Dowd, 2018). Telecollaboration aligns with evidence showing that collaborative learning and digital tools can support language development, content learning, and learner engagement (Chen et al., 2018; Imamyartha et al., 2023; Mageira et al., 2022). In CLIL contexts specifically, online collaboration enables authentic knowledge co-construction and provides opportunities for extended interaction, which can enhance writing fluency, argumentation, and clarity (Garzón-Díaz, 2021; Chumbay & Ochoa, 2020). Despite the promise of CLIL and telecollaboration, Iraqi EFL classrooms remain largely textbook-driven, with limited opportunities for authentic writing, peer interaction, and critical reasoning. Although writing is a core requirement in Iraqi secondary curricula, students often demonstrate limited organization, weak argumentation, and surface-l