Despite the solid evidence that online collaborative writing (CW) tasks benefit language learning, little is known about whether the computer-mediated communication (CMC) modality may impact the potential of online CW tasks in foreign language classrooms. This study examined the effect of task modality on the utility of CW tasks in language…

More and more researchers and educators have recently focused their attention to technology-enhanced collaborative writing (TECW) in English as a Foreign Language (EFL) setting. Yet, the updated review focusing on research in this field is meager. This study aims at helping researchers and educators get a deeper understanding of the features and…

This study aims at scrutinizing the effectiveness of the utilization web-based learning platform, "Edmodo" in teaching academic writing to EFL learners. This study employed a mixed method approach on the fifth-semester students and confirmed that 10 students take part in this study. A mixed method approach was utilized in this study…

This paper explores the ways ESOL writing instructors implement and assess participatory writing practices in the classroom using digital technologies during the COVID-19 pandemic. Participatory writing practices are largely sociocultural in nature and thereby resist the notion of standardized and individualized practices to focus on co-creating a…

Technology-enhanced collaborative writing (TECW) for second language development is receiving increasing research attention from educators and teachers. However, there have been few review studies investigating how teachers implement this activity, how they use technology for the implementation, and what challenges they have. To better prepare…

Existing studies investigating the integration of technology using the framework of technological pedagogical content knowledge (TPACK) have frequently relied on self-reported data analyzed through qualitative or quantitative methods focusing on TPACK regardless of their contexts. Targeting this need to better understand how teachers' individual…

Writing is usually the last skill to be touched upon in language classrooms, and more so, in the EFL or ESL classroom. Even so, postponing or the tendency to avoid the writing task is a common hindrance created by the learners, but is definitely one that retards the learning of the skill. The current study aimed to examine the efficacy of working…

This study aims to establish a model of collaboration that illustrates the various channels of collaboration that (trainee) translators go through in the course of translation, who they collaborate with, and why they choose to do so. To this end, it draws on an in-depth analysis of 21 medium-length Wikipedia articles translated by undergraduate…

This study focused on paragraph writing abilities as it is a fundamental skill for academic and professional success. Improving paragraph writing lays the groundwork for addressing advanced writing tasks and is vital for effective global communication in English. The objective of this study was, therefore, to examine effects of blended instruction…

This study aims to gain a better understanding of how the newly arisen social messaging may impact the practice of peer assessment. Seventy-nine ESL (English as second language) students reviewed each other's English essays in three peer assessment groups: a three-member group using wiki (wiki group), a three-member group using social messaging…

Wikis have been increasingly integrated into English-writing teaching and have served as one of the Web's most crucial social-networking tools, improving the writing of EFL learners worldwide. The purpose of this study has been to examine the positive effects of wiki-mediated collaborative writing and peer feedback on the grammatical and lexical…

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)…

The exponential rise in social networking sites in COVID-19 pandemic increased interest in them in terms of pedagogical value. Social networking tools like wiki have been suggested to allow shared and interactive online learning. This study examined the role of wikis in fostering mutual writing standards among Saudi EFL learners. Students from a…

This study investigated: (1) the challenges encountered by a heterogeneous group of first year undergraduates during a synchronous on-line collaborative writing activity conducted through Google Classroom using Google Docs; and (2) their perceptions of the pedagogical approach. Five sub-groups of undergraduates participated in the study, and their…

The use of digital technology in the classroom has paved the way for various and creative ways of enhancing learners' skills and has provided teachers with the opportunity to employ new and creative activities in which learners are more active while trying to improve their skills such as writing. The current study aimed to investigate learners'…