Cover not available
Part of
L2 Collaborative Writing in Diverse Learning Contexts
Edited by Mimi Li and Meixiu Zhang
[Language Learning & Language Teaching 59] 2023
► pp. 184–201

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

| University of South Florida

Prior chapters of this volume have focused on issues surrounding collaborative writing’s (CW) theoretical motivations, features of studies’ designs, and trends among findings. This chapter shifts readers’ attention to the different types of CW tasks and activities that have been adopted in the published literature. First, the author summarizes commonly employed tasks across both face-to-face and computer-mediated communication modalities (e.g., story/narrative tasks). Second, the most frequently adopted CW activities in face-to-face classrooms (e.g., dictogloss), followed by those writing tasks often used in computer-mediated communication instructional modalities (e.g., expository tasks) are examined. In this section, the increasing use of multimodal writing activities is also discussed. The chapter closes with a series of recommendations for implementing different CW tasks and activities.

Keywords: CMC, collaboration, digital, interaction, multimodality
Article outline
  • Introduction
  • Tasks commonly used for collaborative writing
    • Argumentative
    • Story/narrative
    • Descriptive essay
  • Tasks distinctive to F2F and CMC modalities
    • Tasks distinctive to F2F
      • Dictogloss
      • Text reconstruction
    • Tasks distinctive to CMC
      • Exposition
      • Research writing
      • Multimodal writing tasks
      • Posters/brochures
      • Digital video projects
  • Factors to consider in task selection and design
    • Technology access
    • Language proficiency
    • Pedagogical goals
  • References
Published online: 17 August 2023
DOI logo
https://doi.org/10.1075/lllt.59.08kes
References
Abe, M.
(2021) L2 interactional competence in asynchronous multiparty text-based communication: Study of online collaborative writing. Computer Assisted Language Learning, 34(4), 409–433. DOI logoGoogle Scholar
Abrams, Z. I.
(2019) Collaborative writing and text quality in Google Docs. Language Learning & Technology, 23(2), 22–42. DOI logoGoogle Scholar
Akoto, M.
(2021) Collaborative multimodal writing via Google Docs: Perceptions of French FL Learners. Languages, 6(3). 140. DOI logoGoogle Scholar
Alegria la Colina, A., & García Mayo, M. P.
(2007) Attention to form across collaborative tasks by low-proficiency learners in an EFL setting. In M. P. García Mayo (Ed.). Investigating tasks in formal language learning (pp. 91–116). Multilingual Matters. DOI logoGoogle 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. DOI logoGoogle Scholar
Arnold, N., Ducate, L., & Kost, C.
(2012) Collaboration or cooperation? Analyzing group dynamics and revision processes in wikis. CALICO Journal, 29(3), 431–448. [URL]. DOI logoGoogle Scholar
Blakey, T. N.
(1985) English for maritime studies. Pergamon Press.Google Scholar
Cho, H., & Kim, Y.
(2021) Comparing the characteristics of EFL students’ multimodal composing and traditional monomodal writing: The case of a reading-to-write task. Language Teaching Research. DOI logoGoogle Scholar
Cowie, N., & Sakui, K.
(2021) Teacher and student-created videos in English language teaching. ELT Journal, 75(1), 97–102. DOI logoGoogle Scholar
Craig, T. S.
(2016) The role of expository writing in mathematical problem solving. African Journal of Research in Mathematics, Science and Technology Education, 20(1), 57–66. DOI logoGoogle Scholar
Derwing, T. M.
(2017) L2 fluency development. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 246–259). Routledge. DOI logoGoogle Scholar
Ellis, R.
(2017) Task-based language teaching. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 108–125). Routledge. DOI logoGoogle Scholar
Ellis, R., & Shintani, N.
(2014) Exploring language pedagogy through second language acquisition research. Routledge.Google Scholar
Elola, I., & Oskoz, A.
(2010) Collaborative writing: Fostering foreign language and writing conventions development. Language Learning & Technology, 14(3), 51–71. [URL]Google Scholar
Fernández Dobao, A.
(2014) Attention to form in collaborative writing tasks: Comparing pair and small group interaction. Canadian Modern Language Review, 70, 158–187. DOI logoGoogle Scholar
Hafner, C. A.
(2015) Remix culture and English language teaching: The expression of learner voice in digital multimodal compositions. TESOL Quarterly, 49(3), 486–509. DOI logoGoogle Scholar
Kessler, M.
(2022) Multimodality. ELT Journal, 76(4), 551–554. DOI logoGoogle Scholar
(2019) Promoting text co-ownership and peer interactions in collaborative writing. TESOL Journal, 11(2), e476. DOI logoGoogle Scholar
Kessler, M., & Marino, F.
(2022) Digital multimodal composing in English language teaching. ELT Journal. DOI logoGoogle Scholar
Kessler, M., Solheim, I., & Zhao, M.
(2020) Can task-based language teaching be “authentic” in foreign language contexts? Exploring the case of China. TESOL Journal, 12(1). DOI logoGoogle Scholar
Kim, Y.
(2008) The contribution of collaborative and individual tasks to the acquisition of L2 vocabulary. The Modern Language Journal, 92(1), 114–130. DOI logoGoogle Scholar
Li, M.
(2018) Computer-mediated collaborative writing in L2 contexts: An analysis of empirical research. Computer Assisted Language Learning, 31(8), 882–904. DOI logoGoogle Scholar
Li, M., & Akoto, M.
(2021) Review of recent research on L2 digital multimodal composing. International Journal of Computer-Assisted Language Learning and Teaching, 11(3), 1–16. DOI logoGoogle Scholar
Li, M., & Pham, Q. N.
(2022) Three heads are better than one? Digital multimodal composition completed collaboratively versus individually. Language Teaching Research. DOI logoGoogle 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. DOI logoGoogle Scholar
Lim, J., & Kessler, M.
(2022) Directions for future research on SLA, L2 writing, and multimodality. In R. M. Manchón & C. Polio (Eds.), The Routledge handbook of second language acquisition and writing (pp. 325–338). Routledge.Google Scholar
Lim, J., & Polio, C.
(2020) Multimodal assignments in higher education: Implications for multimodal writing tasks for L2 writers. Journal of Second Language Writing, 47, 100713. DOI logoGoogle Scholar
Liu, J.
(2004) Effects of comic strips on L2 learners’ reading comprehension. TESOL Quarterly, 38(2), 225–243. DOI logoGoogle Scholar
Manchón, R. M.
(2017) The potential impact of multimodal composition on language learning. Journal of Second Language Writing, 38, 94–95. DOI logoGoogle Scholar
Polio, C.
(2017) Teaching second language writing. Routledge.Google Scholar
Shehadeh, A.
(2011) Effects and student perceptions of collaborative writing in L2. Journal of Second Language Writing, 20(4), 286–306. DOI logoGoogle Scholar
Storch, N.
(1998) A classroom-based study: Insights from a collaborative text reconstruction task. ELT Journal, 52(4), 291–300. DOI logoGoogle Scholar
Swales, J. M.
(1990) Genre analysis: English in academic and research settings. Cambridge University Press.Google Scholar
Swales, J. M., & Feak, C. B.
(2012) Academic writing for graduate students (3rd ed.). University of Michigan Press. DOI logoGoogle Scholar
Vandommele, G., Van den Branden, K., Van Gorp, K., & De Maeyer, S.
(2017) In-school and out-of-school multimodal writing as an L2 writing resource for beginning learners of Dutch. Journal of Second Language Writing, 36, 23–36. DOI logoGoogle Scholar
Villarreal, I., Gil-Sarratea, N.
(2020) The effect of collaborative writing in an EFL secondary setting. Language Teaching Research, 24(6), 874–897. DOI logoGoogle Scholar
Wajnryb, R.
(1990) Grammar dictation. Oxford University Press.Google Scholar
Winke, P., & Goertler, S.
(2008) Did we forget someone? Students’ computer access and literacy for CALL. CALICO Journal, 25(3), 482–509. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle Scholar