L2 Collaborative Writing in Diverse Learning Contexts (Language Learning & Language Teaching, 59)

✍ Scribed by Mimi Li (editor), Meixiu Zhang (editor)

• Publisher: John Benjamins Pub Co
• Year: 2023
• Tongue: English
• Leaves: 263
• Category: Library

✦ Synopsis

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 face-to-face, online, and hybrid learning contexts. The ten chapters of the book are divided into three sections: (1) theoretical perspectives and a methodological review of CW; (2) empirical research addressing the processes, products, and effects pertaining to CW; (3) pedagogical aspects relevant to CW, namely task design, technology use, and assessment. By examining the implementation of various CW tasks across modes, genres, and L2 learning settings, this book re-evaluates the practices of CW and illustrates how diverse forms of CW can facilitate students’ L2 learning and writing development.

✦ Table of Contents

L2 Collaborative Writing in Diverse Learning Contexts
Editorial page
Title page
Copyright page
Table of contents
Acknowledgments
Introduction
Aims of this volume
Overview of scholarship on collaborative L2 writing
CW and L2 learning
Languaging and peer scaffolding during CW processes
Learning reflected in CW products
Factors influencing CW
Task-related factors
Mode and technology
CW assessment
About this book
References
Section I Theoretical and methodological perspectives of collaborative writing
Chapter 1 Sociocultural approaches to L2 digital collaborative writing
Introduction
Theoretical frameworks
Sociocultural theory
Activity theory
Critical issues and topics
Knowledge co-construction and interaction
Action completion and writing outcomes
Students’ perceptions
Future research directions
References
Chapter 2 Metacognitive approaches to collaborative writing
Introduction
Metacognition and cognition in L2 learning
Interfaces between metacognition and CW
Collaboration
Feedback
CW sequence
Metacognitive instruction on CW
Future research directions
Pedagogical pointers
References
Chapter 3 Collaborative writing in face-to-face and computer-mediated L2 settings
Introduction
Research approaches in CW
Analytical frameworks in CW
Peer interaction
Revision
Patterns of collaboration
Collaborative writing product
Methodological practices in CW research
Conclusion
References
Section II Empirical research on face-to-face and computer-mediated collaborative writing
Chapter 4 Do task repetition and pretask focus on form instruction impact collaborative writing performance?
Introduction
Literature review
Collaborative vs individual L2 writing
Task repetition
Pretask focus on form instruction
Methods
Participants
Materials
The DG texts
The pretask FFI
Procedure
Analysis
Results
Discussion
Conclusion
References
Appendix 1. The DG texts
DG1
DG2
Appendix 2. The FFI worksheet
Appendix 3. The note-taking worksheets
Chapter 5 Examining the role of peer collaborative feedback processing and task repetition in task-based L2 writing
Introduction
Review of relevant research
Collaborative and task-based L2 writing
Making the case for peer collaboration in processing instructor feedback
Task complexity and L2 writing
The present study
Participants and instructional setting
Operationalizing key concepts
Procedures
Data analyses
Statistical analyses
Results
Research question 1
Research question 2
Discussion
Research question 1
Research question 2
Conclusions
Acknowledgement
References
Chapter 6 Online collaborative L2 writing
Introduction
Participants
Tasks and tools
Data collection
Data analysis
Coding data for patterns of interaction
Coding for use of online tools
Findings
Discussion
Conclusion
References
Chapter 7 Peer interaction in collaborative L2 writing across synchronous and asynchronous CMC modes
Introduction
Patterns of peer interaction in computer-mediated L2 CW
The focus of peer interaction in computer-mediated L2 CW
Patterns and focus of peer interaction in L2 CW across modalities
The study
Methodology
Participants
Writing tasks
Procedure
Data coding and analyzing
Patterns of peer interaction
Collaborative dialogue
Exit questionnaire
Results
Discussion
Conclusion
References
Appendix A. Exit questionnaire
Appendix B. Coding schemes for language functions, writing change functions, and scaffolding strategies
Section III Pedagogical practices of collaborative writing in the digital age
Chapter 8 Designing collaborative writing tasks for face-to-face and computer-mediated communication contexts
Introduction
Tasks commonly used for collaborative writing
Argumentative
Story/narrative
Descriptive essay
Tasks distinctive to F2F and CMC modalities
Tasks distinctive to F2F
Dictogloss
Text reconstruction
Tasks distinctive to CMC
Exposition
Research writing
Multimodal writing tasks
Posters/brochures
Digital video projects
Factors to consider in task selection and design
Technology access
Language proficiency
Pedagogical goals
References
Chapter 9 Use of digital technologies for collaborative writing
Introduction
Main tools used in collaborative writing tasks
Wikis
Distinctive features of wikis
Google Docs
Distinctive features of Google Docs
Etherpad
Distinctive features of Etherpad
Multimedia tools
Canva infographic
Plot
Pedagogical recommendations and conclusion
Accessibility
Educational context
Training
Conclusion
References
Chapter 10 Assessing collaborative writing
Introduction
Methodological considerations that impact assessment options
Assessing collaborative writing
Assessing the jointly written text (product)
Assessing the writing process and collaboration
Assessing collaborative writing
Possibilities for classroom-based assessment
Possibilities for high-stakes assessment
Conclusion
References
Index