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Part of
L2 Collaborative Writing in Diverse Learning Contexts
Edited by Mimi Li and Meixiu Zhang
[Language Learning & Language Teaching 59] 2023
► pp. 249–253

Index

A

  • accessibility13, 134, 203–204, 215–216, 220, 230
  • accuracy24–27, 52, 54, 68–69, 72, 75, 77, 80, 83, 90–91, 94–95, 98–99, 101, 104–106, 109–110, 112–114, 121–122, 125, 127, 129
  • accuracy rate91, 93, 95–96
  • ACMC (asynchronous computer-mediated communication)155–156, 159, 161, 163, 172–174, 176
  • activity system17–19
  • activity theory7, 12–13, 17, 30, 145, 153
  • affordances21, 45, 57, 212, 219, 221–222, 227
  • agency15–16, 19, 133
  • Akoto, M.77, 194, 197, 200–201, 203, 210, 222, 224, 228, 230, 232, 247
  • Alegria la Colina, A.191–192, 198
  • Alghasab, M.16, 59, 205
  • Arnold, N.23, 61–62, 64, 67, 134, 157, 193, 232
  • artifacts14, 18–19, 31, 154
  • assessment approaches238, 240
  • Aufa, F.131, 152, 232–233, 237
  • Azkarai, A.85, 87, 100

B

  • Baba, K.81, 83, 114
  • Bikowski, D.2, 4, 41, 60, 69, 82, 188, 190
  • Butler, Y. G.99–100, 239
  • Bygate, M.81, 83, 113–115, 121, 125–126
  • Byrd, D. R.23, 109, 112–113, 121

C

  • C/T-unit (clauses per T-unit)90–91, 93–94
  • case study54–56, 72–73, 84, 206, 210
    • writing change functions3, 61, 65, 67, 71, 133, 157, 159, 162–169, 180
  • Chen, W.6, 69, 97, 236, 238
  • child learners48, 82, 85, 87–88, 91, 93–95, 97, 99–101
  • CMC (computer-mediated communication)24, 31, 33, 37–38, 42, 48, 56, 70, 73, 155–156, 178, 184, 186–187, 189–190, 192, 197
  • CMC modalities73, 185–187, 190, 192
  • CMC settings37, 45, 54, 57, 65, 72–73, 185, 190
  • CMCW (computer-mediated collaborative writing)61, 73, 130, 132–133, 138, 149–151, 186, 195
  • coherence70, 77, 92, 95, 188–189, 235, 240
  • cohesion2, 24, 55, 60, 92, 95, 235, 240, 242
  • collaboration13–16, 21–22, 28–30, 36–39, 42–44, 53, 57, 63–67, 70–75, 80, 83–84, 86, 98–99, 109–110, 115–116, 122–123, 130–131, 147–149, 151–154, 156–157, 174–175, 177–179, 212–214, 224–225, 229–238, 241–244
  • collaboration processes2, 56
  • collaboration types64
  • collaborative dialogues8–9, 15, 31, 75, 77, 103, 105, 156, 158–159, 161, 170, 173–176, 178, 227–228
  • collaborative efforts16, 217
  • collaborative feedback-processing120, 124–125
  • collaborative interactions32, 38, 43, 46–47, 50, 176, 188
  • collaborative L2 writing2, 8, 13, 65, 109–110, 121, 131, 133, 135, 137, 139, 141–179, 181, 208
  • collaborative learning3, 32, 42, 49, 202, 204, 226, 244–245
  • collaborative learning opportunities49, 103
  • collaborative patterns7, 15, 25, 63–64, 133, 140, 142, 147, 149, 151, 155, 158–159, 165, 172
  • collaborative patterns of interaction140, 151
  • collaborative prewriting50, 111, 128, 177
  • collaborative processing7, 109, 246
  • collaborative tasks4, 8, 27, 49, 84, 127, 132
  • collaborative work16, 22, 27, 101, 218
  • collaborative writing in L29, 30–31, 51, 75–77, 104–105, 129, 153, 178, 201, 227–228, 230, 246
  • collective scaffolding3, 81, 110, 131, 134, 233
  • communicative language learning219, 225
  • communicative tasks15, 85
  • computer-mediated contexts176, 178, 233
  • computer-mediated L2 CW156, 158–159, 172, 174, 176
  • conditional knowledge35, 47
  • content development15, 23, 145, 149, 175
  • content repetition113–116, 120, 124–125, 127
  • content-reproducing tasks83, 97
  • cooperative pattern7, 64, 138, 158, 166–167, 230, 232
  • corrective feedback50, 58–59, 76, 104, 129
  • CREs (content-related episodes)49, 158, 170–171, 173
  • Creswell, J. W.55, 72
  • CW (collaborative writing)2–14, 16–17, 19–86, 88, 90, 93–99, 101–106, 109–111, 122, 126–127, 129–131, 134–135, 150–156, 158–159, 174–175, 177–179, 184–247
  • CW activities130–131, 176, 184, 191, 195
  • CW assessment2, 5–6
  • CW products2–3, 46–47, 57, 63
  • CW tasks3, 6–8, 36–42, 55–56, 63–64, 68–71, 84–85, 130, 132, 134, 136, 145, 147–152, 156, 158–159, 161, 173, 175–176, 185–187, 203–204

D

  • degree of collaboration33, 36–37, 43
  • dictogloss (DG)4, 80, 82–86, 87, 97–98, 184, 186, 190–192, 194, 198–199
  • digital technologies203–227
  • digital tools12–14, 130, 194–196, 216, 223
  • distance learning156, 160, 170–171
  • Docuviz6, 64–65, 208, 215, 221, 236, 247
  • dominant/dominant pattern63, 167
  • dominant/withdrawn pattern22, 167–168
  • Donato, R.15, 96, 155
  • Ducate, L.64, 67, 157, 203, 232
  • dyadic interaction63, 132, 137, 162
  • dyads49, 54, 69, 89–90, 130, 132, 187–188, 191, 239–240, 243
  • dynamic interactions9, 17, 20, 49, 75, 153, 177, 226, 245

E

  • EAP (English for Academic Purposes)51, 74–76, 128, 193
  • edits21, 57, 112, 157, 160–161, 166, 193, 195, 206, 208, 210, 212–215, 217
  • effect sizes93, 118, 121
  • EFL (English as a Foreign Language)3, 14, 20, 49, 51, 74, 82, 102, 105, 157, 201, 203, 224, 227
  • Elabdali, R.27, 81–82, 96–97, 100
  • Ellis, N. C.81, 85, 112–113
  • Ellis, R.81, 85, 91
  • Elola, I.7, 12–28, 69, 130–131, 158, 187, 203–207, 222
  • engagement2–3, 9, 55, 59–60, 63, 65, 76, 84, 124, 186, 204, 230, 232, 236
  • Engeström, Y.17, 19
  • equality15–16, 61, 63, 66, 132–133, 137, 140–141, 148, 157, 162, 164, 166–167, 230, 236, 239
  • ESL (English as a Second Language)3, 9, 49, 51, 75–76, 85, 101, 133, 153, 157, 177, 203, 245, 247
  • Etherpad202–204, 208, 212–215, 221, 223, 226, 230, 236
  • experimental group42, 54, 88, 93, 191, 238
  • expert/novice pattern15, 63, 66, 132–133, 138, 142–144, 147-148, 155, 158, 163, 169–170, 172, 174
  • exposition186, 192–194, 198–199

F

  • face-to-face32, 37, 39, 44, 53, 153, 156, 178, 184, 226–227, 233, 235, 239, 246
  • feedback32, 34–36, 38–39, 42–43, 45–47, 57, 60, 106, 109–111, 115–116, 119, 122–125, 174–175, 218, 227–228, 234, 237, 239–240
  • feedback types50, 104
  • Fellenz, M. R.231, 237–238
  • Ferris, D. R.13, 122, 125
  • FFI (focus on form instruction)80–82, 84–86, 88–90, 93–99, 101
  • final product6, 14, 26, 36, 217, 220, 233, 242
  • fluency24–25, 52, 54, 68–69, 75, 77, 82–83, 90, 101, 103–104, 106, 109, 112–114, 116–125, 127–129
  • focus-on-form33, 43
  • foreign language (FL)3, 14, 29–30, 74, 82–83, 128, 152–153, 157, 177, 200, 203, 208, 224–227, 245
  • foreign language contexts127, 201, 224
  • form instruction7, 80–89, 91, 93–107
  • formal changes61–62
  • Foster, P.112, 117, 123–125
  • FTF/F2F (face-to-face)5, 13, 24, 26, 53–54, 56–57, 59–60, 63, 68, 71–73, 132, 156, 158–159, 184–192, 194, 197

G

  • García Mayo, M. P.4, 7, 33, 41, 80, 82, 84–85, 87–91, 100, 110, 121, 191–192, 198
  • genre3, 24, 27, 87, 116, 148, 150–151, 189, 196, 203
  • genre knowledge3, 196, 198
  • GI (Guiraud’s Index)88, 90–91, 93–94
  • Google Docs5–8, 14, 16, 19–22, 29, 64–66, 130–131, 133–137, 145–146, 149–152, 161–162, 167–168, 200, 202–203, 208–215, 222, 224–225, 233, 235–236, 244
  • Google Docs comments137–138, 144–145
  • Google Docs pages138, 140, 150, 168–171
  • grammatical accuracy7, 24, 85, 92–93, 97, 99, 101–102, 110, 113–114, 116–121, 124–125, 178, 203
  • GREs (genre-related episodes)3, 9, 77
  • group interactions9, 30, 153, 177, 201, 226, 245
  • group members6, 55–56, 67, 135–136, 145, 157, 180–181, 193, 207, 235–237

H

  • Handley, Z.16, 21, 195
  • Hedgcock, J.111, 115, 125
  • high equality22, 63–64, 66–67, 138, 142, 157–159, 163, 230
  • high mutuality22, 63–64, 67, 142–143, 157–158, 162–163, 169, 172, 174–175
  • Hsu, H. C.4–5, 69, 145, 158–159, 170, 175

I

  • individual contributions5–6, 157, 208, 210–211, 213–214, 231, 245
  • instructed second language acquisition50, 104, 200
  • interaction mindsets50, 176, 178
  • interaction modes56, 152, 156, 159, 174, 176, 225
  • interaction patterns26, 31, 130, 132–135, 137–138, 141, 147–151, 153, 156–157, 159, 162–165, 172, 174, 176, 178, 229–230, 232, 236, 238, 246
  • interactional behaviors49–50, 102, 178
  • interactional features32, 71
  • interpersonal communication58–59, 145, 147, 149
  • intersubjectivity12–13, 15, 22, 67, 163, 181
  • IUs (idea units)91–94, 98, 104
  • IW (individual writing)4, 9, 32, 39, 42, 52, 54, 77, 82, 85–86, 88–90, 93–100, 106, 234–235, 239, 241

J

  • jigsaw tasks5, 24, 191
  • Johnson, M. D.109, 113, 116–117

K

  • Kessler, G.3, 14–16, 21, 23–24, 26, 58, 61–62, 131, 134, 158, 203, 219
  • Kessler, M.185, 194, 197
  • Khezrlou, S.81, 83, 85
  • Kim, D.3, 42, 55, 58–59, 61–62, 65, 67, 134, 156, 162, 203, 232
  • Kim, Y.109–110, 113–115, 124
  • knowledge co-construction12–13, 21
  • Kopinska, M.85, 87, 100
  • Kormos, J.36, 109–110, 112–114
  • Kost, C.24–26, 64, 67, 157–158, 232

L

  • Lai, C.16, 22, 61–63
  • language-centered tasks97
  • language-focused tasks4
  • language forms44, 60, 82, 111, 180, 188
  • language functions3, 15, 57–59, 65, 67, 133, 157, 162–169, 180
  • language learning opportunities81, 85
  • language proficiency197–198, 243
  • languaging2, 9, 33, 40, 50–51, 81, 85, 105, 131, 153, 156, 178, 246
  • Lapkin, S.4, 59, 81, 85
  • learner proficiency8, 75, 103
  • learning contexts34, 51, 70, 152, 220, 222, 229–230
  • learning outcomes32, 37–38, 44, 63
  • learning processes34–35, 47, 152
  • learning strategies34–35
  • Lee, L.15–16, 24, 203–206
  • Leeser, M. J.4, 60, 81, 85
  • lexical accuracy97–98, 109, 114, 116–121, 124–125
  • lexical complexity91, 127–128
  • lexical diversity24, 88, 90
  • lexical sophistication
  • Li, M.2–3, 5–6, 8–10, 20–21, 30, 49, 52–53, 55, 57–59, 75, 153–154, 158, 162, 177, 185–186, 194–195, 201, 225–226, 228, 230, 232, 245, 247
  • Limited Attentional Capacity Model112, 124–125
  • linguistic features7, 25, 63, 66, 81, 87, 109, 113–114, 116–121, 123, 125, 188
  • low equality22, 63–64, 66–67, 143, 157–159, 163, 169, 230
  • low mutuality63–64, 66–67, 138, 141, 158–159, 163, 166, 172, 174–176, 230
  • LREs (language-related episodes)2, 4–5, 33, 40, 42–43, 45–46, 49, 57–60, 71, 73, 77, 84–85, 102, 104, 158–159, 170–171, 173

M

  • Macdonald, J.231, 235, 237
  • mobile-assisted language learning33
  • Manchón, R. M.83, 109, 112, 114, 122, 125, 194, 230
  • McDonough, K.39, 59, 85, 111, 176
  • meaning-focused tasks199
  • mechanics2, 60, 84–85, 92, 95, 98, 180
  • mediation12–14, 16–17, 23
  • metacognition32, 34–47, 49–50, 52
  • metacognitive activities34–35, 39–40, 43, 45, 48, 51
  • metacognitive approaches7, 13, 32–51
  • metacognitive awareness51
  • metacognitive instruction32, 34, 41–44, 46–48, 50, 104, 177
  • metacognitive knowledge34–35, 37–38, 41–44, 46–48, 51
  • metacognitive regulation34–35, 37–40, 42–44, 46, 49
  • metalanguage85
  • MLC (mean length of clauses)69, 88, 90–91, 93, 98
  • modes5, 7, 9, 131, 134, 149, 153, 159, 176, 178–179, 194–196, 205–206, 218, 222, 232–233, 239, 246
  • modes of communication4–5, 22, 37, 41, 44, 131–135, 153, 178, 233
  • monitoring14, 32, 35, 37, 39–41, 43–45, 98, 161
  • multilingual students9, 246
  • multimedia tools202, 215, 219, 223
  • multimodal27, 29–30, 184–185, 194–195, 199–201, 215, 217–218, 220, 232
  • multimodal tasks197, 204, 217
  • multimodal texts26, 31, 48, 218
  • mutuality6, 15, 19, 22, 61, 63–67, 132–133, 137, 140–141, 148, 157–159, 162–164, 167, 174, 230, 236–237, 239

N

  • negotiations20, 73–74, 130–131, 237
  • Nishino, T.110, 122, 125
  • Nitta, R.81, 83, 114

O

  • Ong, J.113, 117, 121
  • online collaboration13, 203, 225
  • online interaction64, 210
  • online learning214
  • online peer interaction64–65
  • OREs (organization-related episodes)158, 170–171, 173
  • Ortega, L.117–118, 123, 156
  • Oskoz, A.7, 14–21, 23–26, 130–131, 158, 187, 203–205, 222

P

  • pair interactions5, 77, 153
  • pair talk58, 60, 66, 71
  • pair work51, 64, 76, 103, 153
  • Pallotti, G.116, 123, 125
  • patterns of collaboration21–22, 53, 55, 57, 63–64, 66–67, 71–72, 157, 176
  • patterns of peer interaction5, 156, 161–162, 165, 172, 174, 176
  • PBwiki187, 195, 204–205, 212, 214, 221
  • PBworks204–205, 207–208, 211–215, 219, 221–222
  • peer collaboration4, 7, 61, 64, 110–111, 156
  • peer feedback13, 38–39, 50–51, 160, 226, 232, 235, 239
  • peer interaction2, 5–6, 8, 16, 19–20, 50, 53, 57–59, 63, 65, 73, 77, 153, 155–179, 181, 197, 200
  • peer revision31
  • phrasal complexity68–70
  • planning14, 32, 34–35, 38–41, 43–45, 47–48, 56, 111–113, 127–128, 137, 231, 236
  • Plonsky, L.2, 33, 41, 53, 68, 71, 81, 85, 185, 230, 232
  • Polio, C.68, 190, 246
  • possessive determiners80, 86–87, 89
  • pretask focus on form instruction80–89, 91, 93–107
  • procedural repetition113–116, 120, 125
  • proficiency levels23, 25, 27–28, 110, 112, 197, 243
  • propositional content24–25

R

  • regulation14, 17, 19, 31, 37, 41, 43, 46
  • regulation activities19–20
  • researcher bias72
  • revision histories131, 193, 206–208, 210, 235–236
  • revision history records209–210
  • revision processes27, 29, 61, 73–74, 109–112, 115, 120, 124, 152, 177, 200, 244
  • revisions40–41, 44, 57, 60–62, 72–73, 109, 113, 115–116, 120–121, 124–125, 137–138, 140, 158, 160, 187, 206–207, 210
  • Rouhshad, A.150, 156, 159, 174, 232

S

  • Sato, M.7, 32–50, 52
  • scaffolding12–13, 15–17, 22, 27–28, 163, 166, 168, 203, 206, 216, 224
  • scaffolding strategies3, 65, 67, 162–165, 167, 169, 180–181
  • SCMC (synchronous computer-mediated communication)7, 24, 26, 31, 155–156
  • SCT (sociocultural theory)7, 12–14, 16, 19, 21, 23, 27–28, 33, 36
  • second/foreign language learning30, 51, 102, 105, 152–153, 244, 246
  • second language development30, 77
  • second language learners7, 30, 49, 75, 103, 130, 134, 153, 224–225
  • second language learning9, 29, 76–77, 102–105, 152–153, 177–178, 226, 228, 246
  • self-assessment239–240, 244
  • self-regulation14, 17, 31, 49, 239
  • Shehadeh, A.40–41, 84, 189
  • Skehan, P.112, 117, 123–125
  • SLA (second language acquisition)30, 50, 53, 75–76, 80, 102–106, 127, 129, 201, 246
  • small group interactions8, 75, 200
  • SRL (self-regulated learning)35–36, 47, 50, 52
  • Storch, N.2–6, 9, 12, 15, 17, 19, 22–23, 29, 31, 33, 35–36, 41–42, 46, 50–56, 58–64, 66, 69, 75–77, 80–81, 84–85, 88, 101–103, 105–106, 110, 114, 121–122, 124, 127, 129–132, 135, 137, 142, 144–145, 150–153, 155–156, 159, 162, 165, 174, 178, 191, 197, 201–203, 206–207, 214, 219–220, 225–227, 229–230, 233, 235–236, 238–239, 242, 244–246
  • Storch’s dyadic interaction model63
  • story/narrative tasks184, 187–190
  • storyboards204, 215–216, 218–219
  • Strobl, C.203, 209, 223
  • student agency223
  • student-initiated attention8, 16, 30, 152, 177
  • student perceptions51, 104, 201, 216, 244
  • subordination90, 93, 98, 116, 120, 123
  • Swain, M.2, 57, 59–60, 63, 66, 81, 85, 130, 155–156, 207
  • syntactic complexity24, 68, 71, 75, 84, 109, 112–114, 116, 118–120, 123, 125, 129

T

  • T-unit24, 68–69, 88, 90–91, 93, 98, 116–120, 122, 125
  • Tan, L.4–5, 63, 150, 156, 158–159, 174
  • target forms80, 84, 86, 91, 99
  • task-based L2 writing109–111, 114, 122, 125–126
  • task-based language learning29, 104, 127–129
  • task completion35, 40, 42–43, 45–46, 57, 113
  • task complexity112–113, 128
  • task conditions69, 81–82, 124, 128
  • task management3, 7, 58–59, 64, 89, 145–146, 149, 151, 236
  • task modality53, 73, 106, 156, 159–160, 172–175
  • taxonomy of language functions58–59
  • taxonomy of revisions61–62
  • teacher feedback43, 111, 239
  • technology access197
  • technology-mediated CW44
  • Teng, L. S.33, 36–37, 42–43
  • text-based ACMC155–156, 159, 161, 164, 166–169, 171–176
  • text-based changes61
  • text-based SCMC155–156, 158–159, 161, 163, 165, 169–176
  • text ownership137–138, 151
  • text quality29, 68–71, 74, 76, 80, 111, 126, 128, 152, 200, 235, 244
  • text reconstruction99, 191–192, 194, 198–199
  • TL (target language)37, 68, 188, 191–192, 197, 241–242
  • tool mediation16–17
  • TR (task repetition)7, 80–81, 83–85, 89, 92, 97, 101–104, 109–119, 119–120, 121, 123, 125
  • triads7, 17, 133, 135, 137–138, 140–143, 145–149, 151

V

  • Villarreal, I.83, 97, 187
  • Vygotskian approaches29, 152, 177
  • Vygotsky, L. S.14–15, 17, 55, 80

W

  • Wang, L.19–20, 131, 133, 150, 156, 159, 233
  • Wang, Y. C.64, 203, 208, 210, 236
  • Warschauer, M.28, 64, 203
  • WhatsApp7, 130, 132, 134–135, 142, 145, 149, 151, 208
  • Wigglesworth, G.3, 41, 60, 69, 82, 84, 110
  • wiki-based CW tasks55–56, 64, 206
  • wiki collaborations24, 157, 236
  • wiki discussion67, 133, 150
  • wiki history pages157–158
  • wiki-mediated collaboration152, 177
  • wikis3, 8–9, 16–17, 19–21, 23–25, 29–30, 57–58, 62, 64–65, 67, 74–76, 131, 133, 152–153, 156–157, 177, 187, 193–195, 202–206, 224–228, 233, 236, 244–245
  • written texts6, 27, 68, 70, 105, 114, 155, 161, 174, 193, 203, 230, 234, 240

Y

  • Yeh, H. C.25, 203, 214, 230
  • young learners7, 46, 80, 82, 85

Z

  • Zhang, M.2, 5–6, 33, 36–37, 40, 43, 54–55, 57–60, 64, 68–69, 71–72, 185–186, 192, 194–195, 203–204, 216, 230, 232, 236, 238
  • zone of proximal development (ZPD)15–16