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…

The aim of this study was to identify process-related indicators for grading group essays. The research participants were students registered in a teacher-training course using an instructional design with face-to-face and digital blended learning. The course required the students in small collaborative groups to design, implement, and evaluate a…

Collaborative writing is widely researched for its effects on students' writing accuracy; however, previous research studies fail to prove its effects on students' writing fluency. Also, none of the previous studies have investigated the framework for students to compose argumentative essays collaboratively. The purpose of this article is to fill…

Task-based language teaching (TBLT) is one of the most effective approaches to language teaching. Teachers should provide students with task-based activities which will motivate students to learn. Task-based writing instruction provides educators with effective ways to integrate social and emotional skills with writing skills. The contemporary…

The study investigated the interaction patterns of six ASEAN EFL university students when they worked in small groups on two collaborative writing tasks: a descriptive essay and an argumentative essay. Both groups were homogeneous in terms of gender and heterogeneous in terms of home countries. Data collection included pre- and posttest writing,…

The Peer Review (PR) is a very popular technique to support socio-constructivist and connectivist learning processes, online or face-to-face, at all educational levels, in both formal and informal contexts. The idea behind this technique is that sharing views and opinions with others by discussing with peers and receiving and providing formative…

This study explores how collaborative writing for a digital platform can enable students to (re) imagine audience. Although in the context of process writing peer feedback is foreground, in practice, its effectiveness is uneven. The digital revolution offers new opportunities for alternative peer feedback through collaborative writing and…

This article describes a two-semester study of mixed (native and non-native speaking) writing groups in developmental college writing classes. The teacher assigned and observed writing activities and collected survey and interview data to determine the impact on the students' perceived writing abilities and attitudes toward paired and small group…

"Fable Writer" is an online reading, writing and research tool designed to facilitate synchronous, collaborative writing tool that enables learners to read and copy text and images from teacher-curated books and Web-based resources in the "Fable Reader" digital library. The "Fable Writer" project addressed two…

The 13th iteration of the International Conference on Educational Data Mining (EDM 2020) was originally arranged to take place in Ifrane, Morocco. Due to the SARS-CoV-2 (coronavirus) epidemic, EDM 2020, as well as most other academic conferences in 2020, had to be changed to a purely online format. To facilitate efficient transmission of…

This study reports findings from an experimental field study of scripted collaboration for net-based learning in the context of a one-semester university course on operating systems. In scripted collaboration, activities of learners are coordinated and guided according to particular rules, implemented via respective tools in the learning…

Insights into successful collaborative writing interactions were derived from an analysis of the discourse of three ninth-grade coauthoring triads (groups of three students)--a model group, a typical group, and a problem group. The writing task was an argumentative essay. Students received instruction in collaborative writing through teacher…