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…

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 explores the effect of collaborative writing (CW) and peer feedback (PF) practices on subsequent individual writing assignments. Two groups of university students in a Spanish as a foreign language course experienced both CW and PF (Group 1 CW then PF; Group 2 PF then CW), and pre and posttests were analyzed for syntactic complexity,…

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…

Few studies have examined the effects of using mediation tools (e.g., collaborative dialogs and online searches) on graduate students' academic writing in a computer-mediated collaborative writing environment. This study investigated what types of co-constructed writing knowledge the graduate students generated from using the mediation tools to…

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…

This study discusses the impact of interactionist output-oriented approaches, specifically, the effects of collaborative text reconstruction on subjunctive recognition and production in the written modality by English-dominant Spanish second-language learners. It also examines whether students' text length and text complexity increase after…

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)…

Although research about group interactions during second or foreign language (L2 or EFL) collaborative writing has proliferated in the last few decades, little is known about the role of psychological factors, like learners' knowledge about collaborative writing, in affecting students' patterns of interaction and learning in collaborative writing.…