Student engagement as an important predictor of peer interaction and academic achievement has received considerable attention in second language classes. Despite its significance, how study groups engage in online writing activities in collaborative learning settings remains underexplored. To fill this gap, the present study explored how a group…

This paper presents a secondary analysis of data collected during an intervention study in which students learnt to synthesise pairs of texts presenting opposite views on controversial issues. The original intervention study included two treatments and examined the effects of two instruction conditions when instructional materials and tasks were…

Offers a view of writing as a process involving three forms of collaboration: coauthoring, workshopping, and knowledge making. Offers guidelines for designing courses in which writing is consciously, deliberately collaborative in all three of the realms identified. (MG)

Various authorities outline the benefits of collaboration in the form of classroom writing groups in learning certain writing skills. Collaboration promotes interaction, dialogue and negotiation between reader and writer. Whether the collaboration resides in interior dialogue or communal discourse or both, collaborative discourse can enable the…

A study examined the effects of coauthoring, also referred to as collaborative writing, on student learning. Subjects were 24 students in a ninth-grade English class. Data were collected over the first 9-week quarter of the year. Eight collaborative writing triads were formed with a primary criteria in establishing heterogeneous groups in gender,…