Purpose: Artificial intelligence (AI) has become increasingly important and influential in reading and writing. The influx of social media digital spaces, like TikTok, has also shifted the ways multimodal composition takes place alongside AI. This study aims to argue that within spaces like TikTok, human composers must attend to the ways they…

University students can become overwhelmed and hopeless as they pursue their final capstone writing projects. They are also navigating trying times of overlapping crises such as poverty, environmental decay, and war. To address these challenges, our Capstone Writing Groups (CWG) are designed to develop students' writerly competence and enhance…

Purpose: Despite substantial research on students' perceptions of collaborative writing, only a few studies have provided a deep understanding of their perceptions and attitudes toward computer-supported collaborative writing (CSCW). Previous studies have examined learners' perceptions and attitudes using questionnaires or interviews at a specific…

Collaborative discussion-supported writing (CDSW) provides opportunities for students to develop arguments and counterarguments through peer communications with a goal to promote a high-quality argumentative essay. Cognitive scaffoldings can be used to facilitate students' collaborative discussions. However, there is a lack of investigation on the…

This study investigated whether repetitions of a wiki-mediated collaborative writing task with the intervention of consciousness-raising could enhance learners' attention to past-counterfactual conditional in English and their explicit and implicit knowledge development. Sixty learners worked in pairs to complete the same essay-writing task four…

While much research supports the benefits of computer-mediated collaborative writing (CW) in second language (L2) classrooms, the assessment of CW has received scant attention. This study proposed an assessment scheme considering both the products and processes when assessing online synchronous CW, and explored its effects on learners'…

There has been substantial research on the effects of metacognitive instruction on improving L2 learners' language skills. However, little is known about the impact of such instruction on improving the effectiveness of L2 students' collaborative writing. To fill this research gap, we conducted a quasi-experimental study to investigate how such an…

This study investigated how the inclusion of model texts as a feedback technique affected students' task motivation and engagement in writing tasks. Adopting a longitudinal design, 60 English as a foreign language (EFL) children (aged 11-12) were divided into three groups: a treatment group, a long-term treatment group, and a control group. The…

This case study examined Czech electrical engineering and informatics students' English academic writing, addressing challenges in producing understandable and coherent texts for international audiences. Using a mixed-methods approach, which included textual analysis of essays, student writing profiles, and pre/post-course questionnaires, we…

The purpose of this study was to investigate the possible effects of conducting regular collaborative activities via Google Docs on English academic writing skills. Utilising a mixed methods design, this study was conducted with 24 Vietnamese high school students who participated in a fully online English as a foreign language (EFL) course in…

This study examined the effects of pretask training to promote peer collaboration, encourage learning opportunities, and foster individual L2 writing development in web-based L2 collaborative writing (CW) tasks. The participants were 48 students from two junior English composition classes at a Taiwanese university. One class (n = 24) was assigned…

Grounded in the activity theory, we adopted a sequential explanatory mixed-methods approach to explore the impact of automated written corrective feedback (AWCF) on English as a foreign language (EFL) learners' academic writing skills (i.e. task achievement, coherence and cohesion, lexicon, and grammatical range and accuracy). To this end, two…

Adopting a sequential explanatory mixed-methods approach, this study explored the impact of electronic writing portfolio on writing performance in English as a foreign language (EFL) context. Two intact classes were first selected and randomly assigned to an electronic writing portfolio group (22 EFL students) and a conventional (i.e. paper-based)…

This article reports an empirical study on embedding digital literacies in the language teacher education curriculum with pre-service and in-service teachers enrolled in a graduate-level language teaching method course. Two different types of technology-mediated collaborative tasks were implemented, one being collaborative reading for writing…