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…

Studies analysing the metatalk generated in collaborative writing (CW) tasks have primarily targeted secondary or adult students who wrote either in L1 or L2, and have seldom examined the process of their writing in two languages. Furthermore, these analyses have mostly focused on accuracy discussions and have ignored discussions aimed at making…

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…

Students are required to master effective sentences to support their writing skills. However, students often struggle with comprehending and constructing effective sentences due to their limited proficiency and competence. This research examines the comprehension of effective sentences through grammaticality judgment tests and its implications for…

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)…

Digital multimodal composition affords emergent bilingual students (EBs) distinct opportunities to engage with content, develop aspects of identity, and learn about new technology and composing processes. Multimodal composition also offers opportunities for students to leverage the full range of their linguistic repertoires. This study seeks to…

Collaborative writing tasks have been claimed to offer language learning opportunities because they implicitly draw learners' attention to form. Nevertheless, their efficacy has been claimed to be moderated by proficiency, as low proficiency learners tend to override form over meaning. These claims, however, are mostly based on adult learners and…

Theoretically framed at the intersection of language, identity, and transnationalism, this chapter examines how two Syrian refugee-background parents negotiated narrating and writing a bilingual and multimodal fictional story commonly used in Syria by parents as a bedtime story. Primary data included two audio recorded interviews: an oral…

The purpose of this study was to investigate the impact of pair interaction on the process and product of collaborative writing through analysing Language Related Episodes (LREs) and students' writing products. Four pairs (nine to 11 years old) represented four different patterns of interaction. The results show that the pattern of dyadic…

Recent years have witnessed major development in plurilingual pedagogies which support the use of learners' repertoire of languages in language learning contexts (Payant & Galante, 2022; Piccardo, 2013). However, little research has been undertaken to examine adult plurilingual learners' perceptions towards the use of their languages during…

This study investigates the influence of a grammatical reconstruction task on talk and subsequent individual writing. In a South Korean university, two classes alternated learning conditions, between 'read-summarize-write' and 'read-reconstruct-write'. In the summarize condition, small groups collaborated to create a summary of the reading; in the…

Wikipedia is one of the most important innovations of the Internet age and has been analysed and criticised within higher educational settings for how it is utilised by students or academics for essay assignments or research. Less work has been done on how content writing for Wikipedia may be deployed as an instructional tool and its pedagogical…

This study investigates the potential of individual, collaborative, and E-collaborative writing modalities on the development of syntactic complexity (SC), their sustained effect on SC development, and the potential meditating role of SC of L1 (First Language) in SC of L2 (Second Language). To this end, 90 Iranian intermediate EFL learners…

The present study aimed to compare between individual and collaborative writing (pair and group of four) activities of 72 EFL students. The subjects of the study were assigned to produce their tasks by these three activities. Qualitative method was employed by using interview of nine students drawn from students with different levels of English…

This study set to investigate the critical importance of integrating Student Team Achievement Division (STAD) and "WebQuest," STADIBTM for short, on developing the advanced-level argumentative writing skills of L2 English university students. The study employed a pre-posttest comparison of the experimental group (N=54) versus the control…