L2 Collaborative Writing in Diverse Learning Contexts

Editors

Mimi Li | Texas A&M University-Commerce

Meixiu Zhang | Texas Tech University

Hardbound – Available

ISBN 9789027214010 | EUR 105.00 | USD 158.00

Paperback – Available

ISBN 9789027214003 | EUR 36.00 | USD 54.00

e-Book –

ISBN 9789027249562 | EUR 105.00/36.00*
| USD 158.00/54.00*

This book is the first edited volume to compile up-to-date scholarship that discusses frontier knowledge on second language (L2) collaborative writing (CW) and highlights technology-mediated solutions to it. The volume consists of conceptual papers and empirical studies that explore theoretical, methodological, and pedagogical approaches to CW in face-to-face, online, and hybrid learning contexts. The ten chapters of the book are divided into three sections: (1) theoretical perspectives and a methodological review of CW; (2) empirical research addressing the processes, products, and effects pertaining to CW; (3) pedagogical aspects relevant to CW, namely task design, technology use, and assessment. By examining the implementation of various CW tasks across modes, genres, and L2 learning settings, this book re-evaluates the practices of CW and illustrates how diverse forms of CW can facilitate students’ L2 learning and writing development.

[Language Learning & Language Teaching, 59] 2023. vii, 253 pp.

Publishing status: Available
Published online on 1 August 2023

https://doi.org/10.1075/lllt.59

Table of Contents

Acknowledgments | pp. vii–7

Introduction

Mimi Li and Meixiu Zhang | pp. 1–10

Section I. Theoretical and methodological perspectives of collaborative writing

Chapter 1. Sociocultural approaches to L2 digital collaborative writing

Idoia Elola and Ana Oskoz | pp. 12–31

Chapter 2. Metacognitive approaches to collaborative writing: Theoretical and pedagogical proposals

Masatoshi Sato | pp. 32–52

Chapter 3. Collaborative writing in face-to-face and computer-mediated L2 settings: A methodological perspective

Meixiu Zhang and Mimi Li | pp. 53–77

Section II. Empirical research on face-to-face and computer-mediated collaborative writing

Chapter 4. Do task repetition and pretask focus on form instruction impact collaborative writing performance? Evidence from young learners

Asier Calzada and María del Pilar García Mayo | pp. 80–108

Chapter 5. Examining the role of peer collaborative feedback processing and task repetition in task-based L2 writing

Zsuzsanna Abrams | pp. 109–129

Chapter 6. Online collaborative L2 writing: Using synchronous and asynchronous tools with Arabic as a second language learners

Hanan Almalki and Neomy Storch | pp. 130–154

Chapter 7. Peer interaction in collaborative L2 writing across synchronous and asynchronous CMC modes

Hsiu-Chen Hsu | pp. 155–180

Section III. Pedagogical practices of collaborative writing in the digital age

Chapter 8. Designing collaborative writing tasks for face-to-face and computer-mediated communication contexts

Matt Kessler | pp. 184–201

Chapter 9. Use of digital technologies for collaborative writing

John Gibbons and Miriam Akoto | pp. 202–228

Chapter 10. Assessing collaborative writing: Current challenges and future possibilities

Neomy Storch and Ute Knoch | pp. 229–247

Index | pp. 249–253

Cited by (3)

Cited by three other publications

Calzada, Asier & Agurtzane Azkarai

2024. Exploring learner-related variables in child collaborative writing: interaction mindset, willingness to communicate and proficiency. International Review of Applied Linguistics in Language Teaching

Kessler, Matt

2024. Replication research in L2 collaborative writing: Replications of Fernández Dobao (2012) and Bikowski and Vithanage (2016). Language Teaching ► pp. 1 ff.

Ruth, Elin

2024. EFL teacher beliefs about collaborative writing at Swedish primary school. Education Inquiry ► pp. 1 ff.

This list is based on CrossRef data as of 24 october 2024. 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.

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