Collaborative writing (CW) involves two or more students writing a single text together. Previous studies mainly focused on students' cognitive engagement in CW and investigated their attention to various language-related problems during task interaction. However, little CW research to date has considered that engagement in language-related…

This article presents explorations of co-choreographing the early years dance pedagogical settings through dialogical and intra-active approaches in the context of artistic research. It discusses how to choreograph the pedagogical settings in such a manner, that the distribution of the artistic agency would become more equal, and the complex…

The past few decades have foregrounded cooperative learning and its pedagogical implications for students' academic, psychological, and social gains, particularly, in the Western context. These gains, nonetheless, were sometimes questioned and doubted in the Confucian Heritage Culture (CHC) countries such as China. This study adopts Norton's…

Drawing on positioning theory and Vygotsky's sociocultural theory of mind, this study analyzes the discursive processes through which expert and novice positions are negotiated in heritage-second language (HL-L2) learner interaction. It examines how positioning practices shape collaboration between HL and L2 learners, determining what types of…

Pair dynamics has received much attention in collaborative writing (CW) research. Prior research on the link between pair dynamics and L2 learning opportunities (often operationalized as language related episodes; LREs) in CW has primarily focused on the quantity, length, and outcome of LREs, but rarely considered the quality of the LREs. Also,…

The rapid development of social media tools has drawn much research interest in teacher education. This development has suggested that a wiki with discussion (i.e., an enhanced wiki) seems valuable in facilitating online collaborative and interactive learning. This study examined dynamic patterns of revision behavior in group writing by…

Computer-supported collaborative writing in online interactional settings has long been a central research topic in TESOL at the interface of social interaction and writing. Although some studies focused on side-by-side participants' social interactions for the co-production of texts, geographically dispersed participants' video-mediated…

The last few years have amplified the use of digital technology in the second language (L2) classroom due to the emergence of COVID-19. Students were forced to study online, and, as a result, changing the interaction among students became crucial. While most English Language Intensive Courses for Overseas Students (ELICOS) classrooms have since…

This paper might not describe spatial writing or qualitative inquiry. This paper might not express or represent writing in well-defined space by clearly identified scholars or authors. This paper might not write and presented images might not speak. Instead, possibilities in this paper might be stimulated through the acts of reading, writing,…

Despite the plethora of research on computer-supported collaborative writing, previous studies have failed to provide an adequate analysis of the quality and quantity of multi-authored texts due to the vast amount of unstructured data. This study aims to expand the current research by contributing new perspectives to the understanding of students'…

This study investigated student interaction patterns and their co-regulation practices in text-based and multimodal computer mediated collaborative (CMC) writing. To this end, 30 EFL (English as foreign language) participants' online collaborative writing performances were analyzed. The analysis included conversation analysis on the transcription…

Computer supported collaborative writing (CSCW), due to the potential to enhance online collaborative writing performance, has received more and more attention in educational settings in recent years. However, the lack of social presence results in learners not being able to construct group awareness to reduce participation rate and even appear…

Previous research has noted an increased attention to language form as one of the many benefits of collaborative writing (CW). Although prior studies have investigated different variables (e.g. proficiency, pre-task modelling) to promote attention to form (often operationalized as a language-related episode, LRE), one crucial yet underexplored…

Inspired by Vygotsky's sociocultural theory and Storch's framework of peer interaction, this study investigated the nature and outcome of peer interaction in EFL (English as a foreign language) learners' peer review and revision activities. During two 16-week semesters, 32 lower-intermediate learners participated in an Advanced Writing university…

In the mid-1980s, researchers began to study writers working in collaboration. Much of this research attended to what might be termed side-by-side composing: authors working on their own individual pieces and discussing them with others as needed. Others have studied co-composing--that is, multiple authors crafting a single text--describing the…