Collaborative writing tasks are common in multilingual university-level writing-intensive classes, but how multilingual language learners (MLLs) are socialized into this group work as a discursive practice is still poorly understood. This case study of adult MLLs in multilingual writing classes at a large public university provides insight into…

This article presents a constructivist writing placement framework, developed from the study of two pilot iterations of a local writing placement mechanism at a large public research university. Through preliminary analysis of data from these pilots, we present a model of constructivist writing placement and demonstrate how it helps move…

Recent attention on ChatGPT, a prominent AI language model, highlights its potential in assisting EFL writing. Although ChatGPT's capabilities involve grammar correction, vocabulary enrichment and sentence structuring, its full potential alongside human scaffolding in EFL writing classrooms remains unexplored. This study aims to fill this gap by…

This study was situated at Mountain Middle School (Pseudonym). Students at Mountain Middle School often engage in collaborative compositions embedded within week-long multidisciplinary and multiage units of study called Odysseys. These units of study and the collaborative composition projects are classified as formal cooperative learning. Johnson…

Despite the burgeoning research interest in collaborative L2 writing, it is underrepresented in the literature regarding how teachers use such activities within real-world classroom settings. This case study seeks to offer a comprehensive understanding of the practices adopted by two EFL teachers in implementing collaborative writing within…

Despite the use of various approaches in writing classes, writing is still the most difficult language skill to master for most ESL/EFL learners. To overcome the problem, collaborative writing has been recommended since the 1970's. Since this approach involves learners in the activities of understanding, manipulating, producing, and interacting…

This paper has investigated the importance of explicit instruction and collaborative writing on (a) argumentative writing performance and (b) self-efficacy for writing of secondary school students. This intervention study additionally aimed to evaluate the effectiveness of alternating between individual and collaborative writing throughout the…

Writing groups have the potential to be positive academic communities, but often become problematic spaces where students go to get their writing "fixed." In this article, the authors draw on literature from peer response groups as well as social justice pedagogies to explore how teachers might develop these groups as spaces for student…

In distance education courses with a large number of students and groups, the organization and facilitation of collaborative writing tasks are challenging. Teachers need support for planning, specification, execution, monitoring, and evaluation of collaborative writing tasks in their course. This requires a collaborative learning platform for…

Collaborative prewriting discussion (CPD) is one of the most popular activities in second language (L2) writing classrooms. To help students discuss effectively, language teachers may consider a number of factors and conditions (e.g., task instructions, types of writing tasks, language use, students' beliefs, students' proficiency, or group…

Some previous researchers attempted to bridge the gap between two bodies of research: the role of metacognitive knowledge in second language (L2) writing and L2 collaborative writing (CW). Although recent studies unveiled the positive impacts of learners' metacognitive knowledge on L2 collaborative writing, there is not yet consensus regarding the…

Interactive writing is a powerful instructional strategy in which the teacher and children "share the pen" to construct a collaboratively composed text. Traditionally, articles have been written detailing how the procedure can be implemented in grades kindergarten through two. We contend that interactive writing can also be an effective…

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…

This article examines collaborative writing in schools by systematically reviewing peer-reviewed and empirical articles published in English in scientific journals between 1986 and 2020. Drawing on scoping review methodology and using the typology of collaborative writing, 107 studies on collaborative writing in first-language school contexts…

Drawing on interviews with faculty and administrators across the curriculum, this article argues for a new approach to WAC/WID that I call writing in the professions (WIP). A WIP curriculum emphasizes writing with/for audiences outside the university and in genres that are intended for use beyond the classroom, rather than in simulated genres…