Research on second language (L2) collaborative writing (CW) has proliferated over the recent decade and will continue to bloom due to the changing landscape of writing and learning in the digital age. This article provides a research agenda on CW in L2 classrooms. We illustrate six research themes for future research inquiry by pointing out the…

Collaborative learning in online contexts is emotionally challenging for language learners. To achieve successful learning outcomes, language learners need to regulate their emotions and sustain positive emotions during the collaborative learning process. This study investigated language learners' emotion regulation and enjoyment, the most…

Technology-enhanced collaborative writing for second language learning has been receiving accumulating attention from researchers and educators over years. However, there was a lack of updated review with foci on the types and effectiveness of technologies in collaborative writing. This study conducted a systematic and in-depth review of 34…

This book is the first edited volume to compile up-to-date scholarship that discusses frontier knowledge on second language (L2) collaborative writing (CW) and highlights technology-mediated solutions to it. The volume consists of conceptual papers and empirical studies that explore theoretical, methodological, and pedagogical approaches to CW in…

Theoretically grounded in Vygotsky's sociocultural theory of mind, Dynamic Assessment (DA) provides researchers with the opportunity to investigate different aspects of learners' developmental trajectory, including the ways they overcome their errors. As a qualitative inquiry into the nature of errors reflecting learners' development in academic…

This dissertation uses theoretical explorations and participant conversations to consider the constitutive possibilities of ethnographic writing that works between students, faculty, and communities and uses those possibilities to describe the philosophy and key elements of an ethnographic composition pedagogy. The project begins with an…

Asserts that small group collaborative writing exercises that produce overhead transparencies for large class critique can be an effective method for teaching letter and memorandum construction. Offers a five-step process for encouraging individual and collaborative writing skills. (PRA)

Offers peer-response groups as a method for teaching composition. Discusses published and student models, practicing in class with a teacher's draft, and how to form and run peer-response groups. Lists five observed qualities of successful groups, and describes how the teacher fits into the process. Includes examples from students' papers. (PRA)