Chapter published in:Writing and Language Learning: Advancing research agendas
Edited by Rosa M. Manchón
[Language Learning & Language Teaching 56] 2020
► pp. 281–308
The meaning-making potential of collaborative L2 writing at tertiary level
This chapter reports on a longitudinal study on collaborative writing by advanced L2 university students. In an attempt to elucidate the language-learning potential of collaborative writing over one semester, a mixed-method, descriptive, exploratory study with students writing essays in digital environments individually (n = 11) and in pairs (n = 15) was designed. Data consisted of the audio recordings of dyadic interaction, surveys, and expository essays. Results provide evidence of dyads deliberating upon complex meaning-making decisions, indicate positive responses to collaborative writing, and suggest heterogeneous development of syntactic complexity features characteristic of academic writing between the groups. Findings will be discussed from the point of view of research and pedagogy.
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Braun, V., & Clarke, V.
Byrnes, H., & Manchón, R.M.
Crossley, S.A., & McNamara, D.S.
García Mayo, M.P., & Azkarai, A.
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Manchón, R.M., & Williams, J.
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Wigglesworth, G., & Storch, N.