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:

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 (1)

Cited by one other publication

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 0:0

This list is based on CrossRef data as of 3 july 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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