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. 1–10

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

Introduction

 | Texas A&M University-Commerce
 | Texas Tech University
Published online: 17 August 2023
DOI logo with link
https://doi.org/10.1075/lllt.59.intro
Article outline
  • Aims of this volume
  • Overview of scholarship on collaborative L2 writing
    • CW and L2 learning
    • Languaging and peer scaffolding during CW processes
    • Learning reflected in CW products
    • Factors influencing CW
    • Task-related factors
    • Mode and technology
    • CW assessment
  • About this book
  • References
References (32)
References
Alegría de la Colina, A., & García Mayo, M. del P. (2007). Attention to form across collaborative tasks by low-proficiency learners in an EFL setting. In M. del P. García Mayo (Ed.), Investigating tasks in formal language learning (pp. 91–116). Multilingual Matters.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
Fernández Dobao, A. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing, 21, 40–58. Google Scholar logo with link to Google Scholar
Hsu, H. C. (2022). Peer interaction and attention to form in web-based synchronous and asynchronous L2 collaborative writing. Computer Assisted Language Learning. Google Scholar logo with link to Google Scholar
Kessler, G. (2009). Student-initiated attention to form in wiki-based collaborative writing. Language Learning & Technology, 13(1), 79–95.Google Scholar logo with link to Google Scholar
Leeser, M. J. (2004). Learner proficiency and focus on form during collaborative dialogue. Language Teaching Research, 8(1), 55–81. Google Scholar logo with link to Google Scholar
Lei, L., & Liu, D. (2019). Research trends in applied linguistics from 2005 to 2016: A bibliometric analysis and its implications. Applied Linguistics, 40(3), 540–561. Google Scholar logo with link to Google Scholar
Li, J., & Li, M. (2022). Editorial: Assessing L2 writing in the digital age: Opportunities and challenges. Journal of Second Language Writing, 57(8), 100913. Google Scholar logo with link to Google Scholar
Li, M. (2013). Individual novices and collective experts: Collective scaffolding in wiki-based small group writing. System, 41(3), 752–769. Google Scholar logo with link to Google Scholar
(2014). Small group interactions in wiki-based collaborative writing in the EAP context (Unpublished doctoral dissertation). University of South Florida.
(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
(2020). Languaging in wiki-based collaborative writing: Functions and mediating factors. In N. Storch & S. Wataru (Eds.), Languaging in language teaching and learning: A collection of empirical studies (pp. 149–169). John Benjamins. 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., & Zhang, M. (2023). Collaborative writing in L2 classrooms: A research agenda. Language Teaching, 56(1), 94–112. Google Scholar logo with link to Google Scholar
Li, M., & Zhu, W. (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
Storch, N. (2005). Collaborative writing: product, process, and students’ reflections. Journal of Second Language Writing, 14(3), 153–173. Google Scholar logo with link to Google Scholar
(2008). Metatalk in pair work activity: Level of engagement and implications for language development. Language Awareness, 17(2), 95–114. Google Scholar logo with link to Google Scholar
(2013). Collaborative writing in L2 classrooms. Multilingual Matters. Google Scholar logo with link to Google Scholar
(2017). Implementing and assessing collaborative writing activities in EAP classes. In J. Bitchener, N. Storch, & R. Wette (eds.), Teaching writing for academic purposes to multilingual students (pp. 130–142). Routledge. Google Scholar logo with link to Google Scholar
Storch, N., & Aldosari, A. (2013). Pairing learners in pair work activity. Language Teaching Research, 17(1), 31–48. Google Scholar logo with link to Google Scholar
Storch, N., & Wigglesworth, G. (2007). Writing tasks: Comparing individual and collaborative writing. In M. del P. García Mayo (ed.), Investigating tasks in formal language learning (pp. 157–177). Multilingual Matters.Google Scholar logo with link to Google Scholar
Swain, M. (2006). Languaging, agency and collaboration in advanced second language learning. In H. Byrnes (Ed.), Advanced language learning: The contributions of Halliday and Vygotsky (pp. 95–108). Continuum.Google Scholar logo with link to Google Scholar
Swain, M., Brooks, L., & Tocalli-Beller, A. (2002). Peer-peer dialogue as a means of second language learning. Annual Review of Applied Linguistics, 22, 171–185. Google Scholar logo with link to Google Scholar
Swain, M., & Lapkin, S. (2001). Focus on form through collaborative dialogue: exploring task effects. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogical tasks: Second language learning, teaching and testing (pp. 99–118). Longman.Google Scholar logo with link to Google Scholar
Tan, L., Wigglesworth, G., & Storch, N. (2010). Patterns of interaction and mode of communication: Comparing face-to-face and computer mediated communication. Australian Review of Applied Linguistics, 33(3), 1–24. Google Scholar logo with link to Google Scholar
Tardy, C. M., & Gou, H. (2021). Selected poster presentations from the American Association of Applied Linguistics conference 2021: Identifying and analyzing genre-related episodes (GREs) in collaborative writing: A methodological approach. Language Teaching, 54(4), 567–569. Google Scholar logo with link to Google Scholar
Wigglesworth, G., & Storch, N. (2009). Pair versus individual writing: Effects on fluency, complexity and accuracy. Language Testing, 26(3), 445–466. Google Scholar logo with link to Google Scholar
Yanguas, I. (2020). L1 vs L2 synchronous text-based interaction on computer-mediated L2 writing. System, 88, 102169. Google Scholar logo with link to Google Scholar
Zhang, M., & Chen, W. (2022). Assessing collaborative writing in the digital age: An exploratory study. Journal of Second Language Writing, 57(8), 100868. 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, 100854. Google Scholar logo with link to Google Scholar
Zhang, M., & Liu, Q. (2023). Synchronous and asynchronous online collaborative writing: A study on Chinese language learners. Foreign Language Annals. Google Scholar logo with link to Google Scholar
Zhang, M., & Plonsky, L. (2020). Collaborative writing in face-to-face settings: A substantive and methodological review. Journal of Second Language Writing, 49, 100753. Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue