collaborative-writing
Filtering by topic collaborative-writing(4)Clear all filters
- PaperTESOL Quarterly1 Jul 2026
Implementing Collaborative Writing Tasks in Multilingual Classrooms. MimiLi and NeomyStorch. Ann Arbor, MI: University of Michigan Press, 2025. Pp. xii + 153. ISBN 978‐0‐472‐03989‐0 (print); ISBN 978‐0‐472‐22218‐6 (e‐book). https://doi.org/10.3998/mpub.12692592
Dawn Bikowski
A practical guide for implementing collaborative writing tasks in multilingual classrooms, offering strategies and insights for TESOL educators.
- PaperComputer Assisted Language Learning27 Jun 2026
Immediate or delayed? Timing effects of metalinguistic written corrective feedback in classroom collaborative writing
Gabriel Michaud
Examines the timing (immediate vs. delayed) of metalinguistic written corrective feedback in collaborative writing contexts in language classrooms.
- PaperAssessing Writing24 Jun 2026
Measuring engagement in technology-supported collaborative argumentative writing: Development and validation of the T-CLEA scale
Li-Jen Wang, Ying‐Tien Wu, Teng-Yao Cheng
Developed and validated the T-CLEA scale for measuring engagement in technology-supported collaborative argumentative writing.
- PaperLanguage Teaching26 Mar 2026
Research into practice: Collaborative writing in L2 contexts
Yao Zheng, Zhenhao Cao, Shulin Yu
This paper analyzes the alignment between research on collaborative writing in L2 contexts and its practical application, identifying areas of successful implementation, insufficient uptake, and under-researched practical concerns. It offers implications for teachers and researchers to bridge the research-practice gap, focusing on activity types, grouping strategies, computer-mediated writing, student interactions, emotional experiences, long-term effects, feedback, individual development, and pre-writing training.
Original abstract
To shed light on the dynamic interplay between collaborative writing research and its application in L2 contexts, this paper discusses three critical relationships. The first relationship focuses on research findings that have been reasonably well applied in practice, highlighting areas such as activity types and grouping strategies in collaborative writing, computer-mediated collaborative writing, and the impact of collaborative writing activities on student writing performance. The second relationship examines areas where research findings have not been sufficiently applied in practice, including the quality of student interactions, the emotional experiences of students during collaborative writing, and the long-term effects of collaborative writing on individual writing development. The last relationship identifies issues that are under-represented in research but are crucial in practice, such as feedback and evaluation practices, individual learner development, and pre-writing training in collaborative writing. For the second and third relationships, marked by mismatches between research and practice, implications are drawn to help teachers apply research insights and encourage researchers to address practical priorities. In conclusion, the paper provides suggestions to address each of the relationships to strengthen the research-practice link.