Online Collaborative Writing (OCW) is a prevalent practice among undergraduate students, yet challenges arising from a lack of group awareness (GA) often hinder effective collaboration. To address such challenges, this study included three phases: (1) A preliminary study (n=9) aimed to identify challenges that undergraduate students face while…

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…

As technology continues to shape how students read and write, digital literacy practices have become increasingly multimodal and complex--posing new challenges for researchers seeking to understand these processes in authentic educational settings. This paper presents three qualitative studies that use multimodal analyses and visual modeling to…

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…

In the pursuit of fostering vibrant and inclusive learning environments, this article explores how the practice of community-building can be a contemplative practice. Drawing upon personal experiences and pedagogical insights, Muir navigates the rewards of cultivating authentic connections among students while dismantling hierarchies within the…

Background: 'Snack writing' is a term coined to describe regular short bursts of writing on a larger academic writing task. There is extensive research on academic writing, but research on 'snack writing' is limited. Moreover, the idea of 'snack writing' in an online environment is not evident in the literature. Objectives: The study objectives…

The iterative process of writing a co-authored manuscript may take several months to complete. Draft-in-a-day is an alternative group-based approach to writing that draws on concepts from social cognitive and group dynamics theories to efficiently write the first draft of a manuscript, while providing rich opportunities for trainees to develop…

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'…

Although online discourses about dissertation writing (i.e., You Should be Writing memes) offer students levity, they function in stark contrast to how dissertation writing is treated in real life. Canadian education scholars with PhDs have examined the student-supervisor relationship (McAlpine & Weis, 2000), collaborative writing spaces…

While the importance of feedback in education is well established, the effects of structured knowledge in collaborative academic writing remains uncertain. This study introduces an academic writing feedback tool that combines structured knowledge mining, analysis, and visualization. An empirical experiment was conducted in a second-year university…

This paper might not describe spatial writing or qualitative inquiry. This paper might not express or represent writing in well-defined space by clearly identified scholars or authors. This paper might not write and presented images might not speak. Instead, possibilities in this paper might be stimulated through the acts of reading, writing,…

Though discipline-specific approaches to literacy instruction can support adolescents' academic literacy and identity development, scant attention has been paid to ways of targeting such instruction to address individual student needs. Dialogic writing assessment is an approach to conducting writing conferences that foregrounds students' composing…

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…

Background/purpose: This study investigated the short-term and long-term impact of collaborative writing on lower-proficiency English as a foreign language (EFL) students in Saudi Arabia. It investigated whether co-authoring enhanced the writing standard, which areas effectively evolved and how effectively the students retained their writing…

Writing is an important part of creative thinking as it is the reflection of a person's thoughts and reasoning. The aim with this study was to create a comprehensive and effective educational model that combines the teaching and practice of writing as a process and creative writing in a collaborative environment in the education of prospective…