Cover not available

In:L2 Collaborative Writing in Diverse Learning Contexts
Edited by Mimi Li and Meixiu Zhang
[Language Learning & Language Teaching 59] 2023
► pp. 202–228

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
EPUB logo with download linkDownload Book EPUB
authorization required

Chapter 9
Use of digital technologies for collaborative writing

 | Texas A&M University-Commerce
 | Sam Houston State University
Published online: 17 August 2023
DOI logo with link
https://doi.org/10.1075/lllt.59.09gib
This chapter provides a brief overview of current technologies for collaborative writing. We begin by sharing the distinctive features of three commonly used platforms in computer-mediated collaborative writing (i.e., Google Docs, wikis, and Etherpad) which have been found to offer L2 learners a safe space to freely work (Ware & Warschauer, 2006) and promote co-authorship and collaboration (Li & Storch, 2017). Next, in line with the increasing implementation of digital multimodal writing tasks, we present another set of multimedia tools (i.e., Canva infographics and Plot storyboards) which allow L2 users to incorporate multimodal publishing and collaboration during L2 writing practices (Krauss, 2012; Maamuujav et. al., 2019). We conclude with pedagogical recommendations for instructors who intend to use any of these tools.
Article outline
  • Introduction
  • Main tools used in collaborative writing tasks
    • Wikis
    • Distinctive features of wikis
    • Google Docs
    • Distinctive features of Google Docs
  • Etherpad
    • Distinctive features of Etherpad
  • Multimedia tools: Infographics and storyboards
  • Canva infographic
  • Plot
  • Pedagogical recommendations and conclusion
    • Accessibility
    • Educational context
    • Training
  • Conclusion
  • References
References (80)
References
Abrams, Z. (2016). Exploring collaboratively written L2 texts among first-year learners of German in Google Docs. Computer Assisted Language Learning, 29(8), 1259–1270. Google Scholar logo with link to Google Scholar
Adoniou, M. (2013). Drawing to support writing development in English language learners. Language and Education, 27(3), 261–277. Google Scholar logo with link to Google Scholar
Akoto, M. A. B. (2021a). Computer-based collaborative multimodal writing in the French as a foreign language context (Unpublished doctoral dissertation). Texas A&M University-Commerce).
Akoto, M. (2021b). Collaborative multimodal writing via Google Docs: Perceptions of French FL learners. Languages, 6(3), 140. Google Scholar logo with link to Google Scholar
Alghasab, M., & Handley, Z. (2017). Capturing (non-) collaboration in wiki-mediated collaborative writing activities: The need to examine discussion posts and editing acts in tandem. Computer Assisted Language Learning, 30(7), 664–691. Google Scholar logo with link to Google Scholar
Ali, Z. (2022). Investigating the intrinsic motivation among second language learners in using digital learning platforms during the Covid-19 pandemic. 2nd special issue on Covid 19 challenges of Arab World English Journal (AWEJ), 437–452. Google Scholar logo with link to Google Scholar
Atif, Y., Gamalielsson, J., & Lundell, B. (2016). Open source collaboration tools and organisational learning: On adopting EtherPad in small companies. Presented at The 12th International Conference on Open-Source Systems (OSS 2016), Gothenburg, 30 May-2 June 2016.
Aydın, Z., & Yıldız, S. (2014). Using wikis to promote collaborative EFL writing. Language Learning & Technology, 18(1), 160–180.Google Scholar logo with link to Google Scholar
Bikowski, D., & Vithanage, R. (2016). Effects of web-based collaborative writing on individual L2 writing development. Language Learning & Technology, 20(1), 79–99.Google Scholar logo with link to Google Scholar
Biuk-Aghai, R. P., & Lei, K. H. (2010). Chatting in the wiki: Synchronous-asynchronous integration. In Proceedings of WikiSym 2010 – The 6th International Symposium on Wikis and Open Collaboration, Gdansk, Poland, 7–9 July (article nr. 22, pp. 1–2). ACM.
Bradley, L., Linstrom, B., & Rystedt, H. (2010). Rationalities of collaboration for language learning on a wiki. ReCALL, 22(2), 247–265. Google Scholar logo with link to Google Scholar
Cairo, A. (2013). The functional art: An introduction to information graphics and visualization. New Riders.Google Scholar logo with link to Google Scholar
Castek, J., Manderino, M., Smith, B. E., & Shen, J. (2017). Scaffolding digital literacies for disciplinary learning: Adolescents collaboratively composing multimodal science fictions. Journal of Adolescent & Adult Literacy, 61(1), 85–90. Google Scholar logo with link to Google Scholar
Chao, Y. C. J., & Lo, H. C. (2011). Students’ perceptions of wiki-based collaborative writing for learners of English as a foreign language. Interactive Learning Environments, 19(4), 395–411. Google Scholar logo with link to Google Scholar
Cho, H. (2017). Synchronous web-based collaborative writing: Factors mediating interaction among second-language writers. Journal of Second Language Writing, 36, 37–51. Google Scholar logo with link to Google Scholar
Chu, S. K. W., Kennedy, D., & Mak, Y. K. (2009). MediaWiki and Google Docs as online collaboration tools for group project co-construction. In Proceedings of the 2009 ICKM, 2009 – The 6th International Conference on Knowledge Management, Hong Kong, 3–4 December (pp. 1–14).
Ducate, L., Anderson, L., & Moreno, N. (2011). Wading through the world of wikis: An analysis of three wiki projects. Foreign Language Annals, 44(3), 495–524. Google Scholar logo with link to Google Scholar
Elabdali, R., & Arnold, N. (2020). Group dynamics across interaction modes in L2 collaborative wiki writing. Computers and Composition, 58, 102607. Google Scholar logo with link to Google Scholar
Elola, I. (2010). Collaborative writing: Fostering foreign language and writing conventions development. Language Learning & Technology, 14(3), 51–71.Google Scholar logo with link to Google Scholar
Elola, I., & Oskoz, A. (2010). Collaborative writing: Fostering L2 development and mastery of writing conventions. Language Learning & Technology, 14(3), 51–71.Google Scholar logo with link to Google Scholar
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365–387. Google Scholar logo with link to Google Scholar
Garner, J. R. (2013). The use of linking adverbials in academic essays by non-native writers: How data-driven learning can help. CALICO Journal, 30(3), 410–422. Google Scholar logo with link to Google Scholar
Gibbons, J., & Li, M. (2021). Doctoral dissertations on second language writing and technology in the USA (2010–2019). Language Teaching, 54(2), 273–291. Google Scholar logo with link to Google Scholar
Godwin-Jones, R. (2003). Blogs and wikis: Environments for online collaboration. Language Learning & Technology, 7(2), 12–16.Google Scholar logo with link to Google Scholar
Hong, K. H. (2010). CALL teacher education as an impetus for L2 teachers in integrating technology. ReCALL, 22(1), 53–69. Google Scholar logo with link to Google Scholar
Kessler, G. (2007). Formal and informal CALL preparation and teacher attitude toward technology. Computer Assisted Language Learning, 20(2), 173–188. Google Scholar logo with link to Google Scholar
Kessler, G., & Plakans, L. (2008). Does teachers’ confidence with CALL equal innovative and integrated use? Computer Assisted Language Learning, 21(3), 269–282. Google Scholar logo with link to Google Scholar
Kessler, G., Bikowski, D., & Boggs, J. (2012). Collaborative writing among second language learners in academic web-based projects. Language Learning & Technology, 16(1), 91–109.Google Scholar logo with link to Google Scholar
Krauss, J. (2012). Infographics: More than words can say. Learning & Leading with Technology, 39(5), 10–14.Google Scholar logo with link to Google Scholar
Larsen-Walker, M. (2017). Can data driven learning address L2 writers’ habitual errors with English linking adverbials? System, 69, 26–37. Google Scholar logo with link to Google Scholar
Lee, L. (2010). Exploring wiki-mediated collaborative writing: A case study in an elementary Spanish course. CALICO Journal, 27(2), 260–276. Google Scholar logo with link to Google Scholar
Legenhausen, L., & Wolff, D. (1992). Storyboard and communicative language learning: Results of the Düsseldorf CALL project. In M. L. Swartz & M. Yazdani (Eds.), Intelligent tutoring systems for foreign language learning (pp. 9–23). Springer. Google Scholar logo with link to Google Scholar
Leuf, B., & Cunningham, W. (2001). The wiki way: Quick collaboration on the web. Addison-Wesley Longman.Google Scholar logo with link to Google Scholar
Li, M. (2018). Computer-mediated collaborative writing in L2 contexts: An analysis of empirical research. Computer Assisted Language Learning, 31(8), 882–904. Google Scholar logo with link to Google Scholar
Li, M., & Akoto, M. (2021). Review of recent research on L2 digital multimodal composing. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 11(3), 1–16. Google Scholar logo with link to Google Scholar
Li, M., & Kim, D. (2016). One wiki: Two groups: Dynamic interactions across ESL collaborative writing tasks. Journal of Second Language Writing, 31, 25–42. Google Scholar logo with link to Google Scholar
Li, M., & Zhu, W. (2013). Patterns of computer-mediated interaction in small writing groups using wikis. Computer Assisted Language Learning, 26(1), 61–82. Google Scholar logo with link to Google Scholar
(2017). Good or bad collaborative wiki writing: Exploring links between group interactions and writing products. Journal of Second Language Writing, 35, 38–53. Google Scholar logo with link to Google Scholar
Li, M., & Pham, N. Q. (2022). Three heads are better than one? Digital multimodal composition completed collaboratively versus individually. Language Teaching Research. Google Scholar logo with link to Google Scholar
Lin, W. C., & Yang, S. C. (2011). Exploring students’ perceptions of integrating Wiki technology and peer feedback into English writing courses. English Teaching: Practice and Critique, 10(2), 88–103.Google Scholar logo with link to Google Scholar
Li, Z., Dursun, A., & Hegelheimer, V. (2017). Technology and L2 writing. In C. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 77–92). John Wiley & Sons. Google Scholar logo with link to Google Scholar
Link, S., Dursun, A., Karakaya, K., & Hegelheimer, V. (2014). Towards better ESL practices for implementing automated writing evaluation. CALICO Journal, 31(3), 323–344. Google Scholar logo with link to Google Scholar
Maamuujav, U., Krishnan, J., & Collins, P. (2020). The utility of infographics in L2 writing classes: A practical strategy to scaffold writing development. TESOL Journal, 11(2), e484. Google Scholar logo with link to Google Scholar
Mak, B., & Coniam, D. (2008). Using wikis to enhance and develop writing skills among secondary school students in Hong Kong. System, 36(3), 437–455. Google Scholar logo with link to Google Scholar
McKeeman, L., & Oviedo, B. (2017). Designing performance-based assessments within digital L2 environments. In J. A. Foss (Ed.), 2017 Report of the Central States Conference on the Teaching of Foreign Languages (pp. 37–52). R. M. Terry.
Meyer, K. A. (2003). Face-to-face versus threaded discussions: The role of time and higher-order thinking. Journal of Asynchronous Learning Networks, 7(3), 55–65.Google Scholar logo with link to Google Scholar
Mindel, J. L., & Verma, S. (2006). Wikis for teaching and learning. Communications of the Association for Information Systems, 18(1), 1–23. Google Scholar logo with link to Google Scholar
Mokwa-Tarnowska, I. (2020). Online collaborative learning to enhance educational outcomes of English language courses. International Journal of Research in E-learning, 6(2), 1–21. Google Scholar logo with link to Google Scholar
Moussu, L., & Grant, C. (2020). A collaborative approach to supporting L2 students with multimodal work in the composition classroom and the writing center. Journal of Response to Writing, 6(2), 129–146. Retrieved on 29 March 2023 from [URL]Google Scholar logo with link to Google Scholar
Mullen, Y. K. (2003). Student improvement in middle school science (Unpublished MA thesis). University of Wisconsin.
Pymm, B., & Hay, L. (2014). Using etherpads as platforms for collaborative learning in a distance education LIS course. Journal of Education for Library and Information Science, 55(2) 133–149.Google Scholar logo with link to Google Scholar
Rossetto, M., & Chiera-Macchia, A. (2011). ‘Visual learning is the best learning – it lets you be creative while learning’: Exploring ways to begin guided writing in second language learning through the use of comics. Babel, 45(2–3), 35–40.Google Scholar logo with link to Google Scholar
Santos, M., Serrano, S. L., & Manchón, R. M. (2010). The differential effect of two types of direct written corrective feedback on noticing and uptake: Reformulation vs. error correction. International Journal of English Studies, 10(1), 131–154. Google Scholar logo with link to Google Scholar
Shermis, M., & Burstein, J. (Ed.). (2003). Automated essay scoring. Routledge. Google Scholar logo with link to Google Scholar
Storch, N. (2012). Collaborative writing as a site for L2 learning in face-to-face and online modes. In G. Kessler, A. Oskoz, & I. Elola (Eds.), Technology across writing contexts and tasks. CALICO.Google Scholar logo with link to Google Scholar
(2013). Collaborative writing in L2 classrooms. Multilingual Matters. Google Scholar logo with link to Google Scholar
(2019). Collaborative writing. Language Teaching, 52(1), 40–59. Google Scholar logo with link to Google Scholar
Strobl, C., Ailhaud, E., Benetos, K., Devitt, A., Kruse, O., Proske, A., & Rapp, C. (2019). Digital support for academic writing: A review of technologies and pedagogies. Computers & Education, 131, 33–48. Google Scholar logo with link to Google Scholar
Strobl, C. (2014). Affordances of web 2.0 technologies for collaborative advanced writing in a foreign language. CALICO Journal, 31(1), 1–18. Google Scholar logo with link to Google Scholar
Such, B. (2021). Scaffolding English language learners for online collaborative writing activities. Interactive Learning Environments, 29(3), 473–481. Google Scholar logo with link to Google Scholar
Suharti, D. S., Sutikno, E. U., & Santi, H. D. A. (2020). Prewriting activities using assisted technology in EFL journalism: A needs analysis project. Professional Journal of English Education, 3(6), 781–795. Google Scholar logo with link to Google Scholar
Sun, Y. C., & Chang, Y. J. (2012). Blogging to learn. Becoming EFL academic writers through collaborative dialogues. Language Learning & Technology, 16, 43–61.Google Scholar logo with link to Google Scholar
Torrance, M., & Galbraith, D. (2006). The processing demands of writing. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 67–80). Guilford Press.Google Scholar logo with link to Google Scholar
Wang, Y. C. (2015). Promoting collaborative writing through wikis: A new approach for advancing innovative and active learning in an ESP context. Computer Assisted Language Learning, 28(6), 499–512. Google Scholar logo with link to Google Scholar
Wang, Y. J., Shang, H. F., & Briody, P. (2013). Exploring the impact of using automated writing evaluation in English as a foreign language university students’ writing. Computer Assisted Language Learning, 26(3), 234–257. Google Scholar logo with link to Google Scholar
Wang, D., Olson, J. S., Zhang, J., Nguyen, T., Olson, G. M. (2015). How students collaboratively write using Google Docs. In iConference 2015 Proceedings (pp. 1–5). iSchools. Retrieved on 29 March 2023 from [URL]
Wigglesworth, G., & Storch, N. (2012). What role for collaboration in writing and writing feedback. Journal of Second Language Writing, 21(4), 364–374. Google Scholar logo with link to Google Scholar
Wilson, R. E., & Bradbury, L. U. (2016). The pedagogical potential of drawing and writing in a primary science multimodal unit. International Journal of Science Education, 38(17), 2621–2641. Google Scholar logo with link to Google Scholar
Winke, P., & Goertler, S. (2008). Did we forget someone? Students’ computer access and literacy for CALL. CALICO Journal, 25(3), 482–509. Google Scholar logo with link to Google Scholar
Wong, L. H., Chen, W., Chai, C. S., Chin, C. K., & Gao, P. (2011). A blended collaborative writing approach for Chinese L2 primary school students. Australasian Journal of Educational Technology, 27(7), 1208–1226. Google Scholar logo with link to Google Scholar
Woo, M., Chu, S., Ho, A., & Li, X. (2011). Using a wiki to scaffold primary-school students’ collaborative writing. Journal of Educational Technology & Society, 14(1), 43–54.Google Scholar logo with link to Google Scholar
Yeh, H. C. (2014). Exploring how collaborative dialogues facilitate synchronous collaborative writing. Language Learning & Technology, 18(1), 23–37.Google Scholar logo with link to Google Scholar
Yim, S., Wang, D., Olson, J., Vu, V., & Warschauer, M. (2017). Synchronous collaborative writing in the classroom: Undergraduates’ collaboration practices and their impact on writing style, quality, and quantity. In Proceedings of the 20th ACM Conference on Computer-Supported Cooperative Work and Social Computing (pp. 468–479). ACM.
Yim, S., & Warschauer, M. (2017). Web-based collaborative writing in L2 contexts: Methodological insights from text mining. Language Learning & Technology, 21(1), 146–165.Google Scholar logo with link to Google Scholar
Yundayani, A., Susilawati, S., & Chairunnisa, C. (2019). Investigating the effect of Canva on student writing skills. English Review: Journal of English Education, 7(2), 169–176.Google Scholar logo with link to Google Scholar
Zhang, M., Akoto, M., & Li, M. (2021). Digital multimodal composing in post-secondary L2 settings: A review of the empirical landscape. Computer Assisted Language Learning, 1–28. Google Scholar logo with link to Google Scholar
Zhang, M., Gibbons, J., & Li, M. (2021). Computer-mediated collaborative writing in L2 classrooms: A systematic review. Journal of Second Language Writing, 54. Google Scholar logo with link to Google Scholar
Zhang, R., & Zou, D. (2021). Types, features, and effectiveness of technologies in collaborative writing for second language learning. Computer Assisted Language Learning, 35(9), 2391–2422. Google Scholar logo with link to Google Scholar
Zheng, B., Lawrence, J., Warschauer, M., & Lin, C. H. (2015). Middle school students’ writing and feedback in a cloud-based classroom environment. Technology, Knowledge and Learning, 20(2), 201–229. Google Scholar logo with link to Google Scholar
Zorko, V. (2009). Factors affecting the way students collaborate in a wiki for English language learning. Australasian Journal of Educational Technology, 25(5), 645–665. Google Scholar logo with link to Google Scholar
Cited by (1)

Cited by one other publication

Elola, Idoia, M. Camino Bueno-Alastuey & María Victoria López-Pérez
2025. Integrating collaborative digital multimodal tasks in Spanish as a second language course. ReCALL 37:3 ► pp. 368 ff. DOI logo

This list is based on CrossRef data as of 26 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue