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…

Despite the proliferation of research about pair/group interaction during second language collaborative writing, little is known about how psychological factors, in particular learner attitude affect participation and learning in collaborative writing. This study primarily attempted to investigate whether EFL learners' attitudes toward…

While the existing literature on collaborative writing has implied the benefits of its implementation in second language (L2) classrooms for students' language learning, the assessment of collaborative writing has received scant attention in both language assessment literature and L2 writing literature. This study proposes an assessment scheme…

Inspired by Rebecca Oxford's thought-provoking reflections on language learning strategies, and particularly her orchestra metaphor on how the strategies work together, I conducted a study that seeks to understand how non-native writers employ, configure, sequence and combine individual writing strategies when creating a text in the target…

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…

This investigation sought to discern the impacts of different electronic note-taking strategies--collaborative, individual, and a hybrid of both--on the academic writing skills of Chinese EFL graduate students. The study engaged 185 participants, systematically assigned to one of four groups: those practicing collaborative electronic note-taking,…

Knowledge building occurs when students work together and participate in idea-centred discussions where they share information and create knowledge collectively. This research explores whether knowledge building in knowledge forums using English as the "lingua franca" can facilitate in foreign language learning. An analysis was done on…

This case study focuses on how two learners position themselves as partners in a collaborative writing activity in a Spanish Writing course. I utilize a micro-discourse analytic approach (Eskildsen & Markee, 2018; van Compernolle, 2015, 2018) to highlight the situated nature of collaboration and the dynamicity of the collaborative writing…

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…

The present mixed-methods study aimed at investigating the effects of three writing conditions, including collaborative writing (CW), collaborative prewriting (CPW), and individual writing (IW), on the performance and motivation of 66 Iranian EFL learners in a computer-mediated communication (CMC) context. Data were obtained through a background…

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 quality of collaborative writing process to some extent depends on the verbal episodes occurring during the collaboration. This study aimed to describe English as a foreign language (EFL) students' verbal episodes in proficiency pairings. A case study design was used in this study. It involved 40 EFL students of the English department in an…

Recent research has highlighted the value of incorporating metacognitive prompts into cooperative learning. This study explores effects of the presence or absence of metacognitive prompts in group or individual learning on metacognitive awareness and EFL writing outcomes. A total of 170 university students were assigned to one of four treatment…

This study investigated L2 learners' perception changes at each stage of online collaborative writing. Previous studies revealed the familiarity of L2 collaborative learning with Information and Communication Technology (ICT), whereas few described at which stage of the learning process L2 learners' perceptions change. Therefore, this study…