43027457 03 01 01 JB John Benjamins Publishing Company 01 JB code LL&LT 59 Eb 15 9789027249562 06 10.1075/lllt.59 13 2023025103 DG 002 02 01 LL&LT 02 1569-9471 Language Learning & Language Teaching 59 01 lllt.59 01 https://benjamins.com 02 https://benjamins.com/catalog/lllt.59 1 B01 Mimi Li Li, Mimi Mimi Li Texas A&M University-Commerce 2 B01 Meixiu Zhang Zhang, Meixiu Meixiu Zhang Texas Tech University 01 eng 261 vii 253 LAN020000 v.2006 CJA 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.EDUC Language teaching 24 JB Subject Scheme LIN.BIL Multilingualism 24 JB Subject Scheme LIN.WRIT Writing and literacy 06 01 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. 04 09 01 https://benjamins.com/covers/475/lllt.59.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027214010.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027214010.tif 06 09 01 https://benjamins.com/covers/1200_front/lllt.59.hb.png 07 09 01 https://benjamins.com/covers/125/lllt.59.png 25 09 01 https://benjamins.com/covers/1200_back/lllt.59.hb.png 27 09 01 https://benjamins.com/covers/3d_web/lllt.59.hb.png 10 01 JB code lllt.59.prelim i iv 4 Prelim pages -1 10 01 JB code lllt.59.toc v vi 2 Table of contents 1 10 01 JB code lllt.59.ack vii 1 Acknowledgments 2 10 01 JB code lllt.59.intro 1 10 10 Chapter 3 1 A01 Mimi Li Li, Mimi Mimi Li Texas A&M University-Commerce 2 A01 Meixiu Zhang Zhang, Meixiu Meixiu Zhang Texas Tech University 10 01 JB code lllt.59.p1 243 1 Section header 4 10 01 JB code lllt.59.01elo 12 31 20 Chapter 5 1 A01 Idoia Elola Elola, Idoia Idoia Elola Texas Tech University 2 A01 Ana Oskoz Oskoz, Ana Ana Oskoz University of Maryland 20 activity theory (AT) 20 digital collaborative writing 20 digital tools 20 sociocultural theory (SCT) 01 Whereas collaborative writing is an established approach to second language (L2) education, the use of this approach in the L2 classroom has now been bolstered by the ubiquity of digital tools. Sociocultural theory (SCT) and activity theory (AT), both frameworks that inform digital collaborative writing, conceptualize writing as a holistic activity in which several key elements interact dynamically, including participants, tools, and outcomes. This chapter explores the value of knowledge sharing, meaning negotiation, scaffolding, mediation, intersubjectivity, and action completion – all pivotal tenets in collaborative writing – through these frameworks. It also illustrates critical issues (e.g., knowledge co-construction and interaction) and concludes by acknowledging unexplored areas of research and instructional practices that could further advance digital collaborative writing. 10 01 JB code lllt.59.02sat 32 52 21 Chapter 6 1 A01 Masatoshi Sato Sato, Masatoshi Masatoshi Sato Universidad Andres Bello 20 collaborative learning 20 collaborative writing 20 feedbac 20 metacognition 20 technology-mediated communication 01 Collaborative writing (CW) presents unique L2 learning opportunities. While previous research primarily used cognitive and social approaches, the current chapter proposes a metacognitive approach to (1) advance our understanding of how CW supports L2 learning, and (2) explore pedagogical ideas that may further enhance CW effectiveness, that is, metacognitive instruction on CW. Three CW features relevant to both face-to-face and technology-mediated communication will be focused on. First, collaborative interaction – a prerequisite for CW to be effective – can be explained by metacognitive theories. Second, the provision and incorporation of feedback may be related to learners’ metacognition. Third, the CW sequence – planning what to write, drafting a text, and editing the text together – closely corresponds to metacognitive regulatory skills, that is, planning, monitoring, and evaluation. 10 01 JB code lllt.59.03zha 53 77 25 Chapter 7 1 A01 Meixiu Zhang Zhang, Meixiu Meixiu Zhang Texas Tech University 2 A01 Mimi Li Li, Mimi Mimi Li Texas A&M University-Commerce 20 collaborative writing 20 L2 writing 20 methodological review 20 research practice 01 In this chapter, we synthesize the methodological approaches, research techniques, analytic frameworks, and research practices in existing collaborative writing (CW) empirical research. We start with an overview of both the predominant and emerging research techniques in existing CW literature, and then examine how the four major components of face-to-face and computer-mediated collaborative writing have been analyzed in prior research: peer interaction, revisions, patterns of collaboration, and written products. In reviewing the various analytic frameworks, we identify possible ways in which they may complement each other. Lastly, we review the research practices in this area, noting aspects in need of further consideration. We conclude this chapter by discussing noticeable methodological patterns and calling for more methodological discussion in this domain. 10 01 JB code lllt.59.p2 245 1 Section header 8 10 01 JB code lllt.59.04cal 80 108 29 Chapter 9 1 A01 Asier Calzada Calzada, Asier Asier Calzada University of the Basque Country (UPV/EHU) 2 A01 María del Pilar García Mayo García Mayo, María del Pilar María del Pilar García Mayo University of the Basque Country (UPV/EHU) 20 collaboration 20 dictogloss 20 focus on form 20 task repetition 20 young learners 01 This study examines the influence of task repetition (TR) and pretask focus on form instruction (FFI) on written collaborative production. Eighty-five low-proficiency EFL children carried out a dictogloss task twice: one targeting the 3rd person singular present “‑s”, and the other aiming at the possessive determiners “his/her”. Participants were divided into three different conditions: individual, collaborative, and pretask FFI + collaborative. Their written output was analyzed for complexity and accuracy, and overall text quality was gauged with an analytic rubric. The results did not reveal an advantage for the collaborative groups over the individuals. However, TR and collaboration increased grammatical accuracy while pretask FFI appeared to foster more accurate use of the target forms. Pedagogical and research implications are discussed. 10 01 JB code lllt.59.05abr 109 129 21 Chapter 10 1 A01 Zsuzsanna Abrams Abrams, Zsuzsanna Zsuzsanna Abrams University of California Santa Cruz 20 collaborative feedback processing 20 collaborative L2 writing 20 revisions 20 task-based L2 writing 01 Grounded in research on task-based and collaborative L2 writing, this quasi-experimental study examined the impact of collaborative processing of instructor feedback during the revision process. Forty-six intermediate learners of German in two intact classes at a U.S. university completed two written summary tasks, producing a draft and a revision for each, following feedback from the instructor in-between. The two groups processed this feedback individually and collaboratively, in a counterbalanced design. All texts were analyzed for syntactic complexity, accuracy, fluency, and lexical sophistication (i.e., lexical accuracy, choice, richness). The results indicate that processing the instructor’s feedback collaboratively with a peer primarily improved the lexical domain, whereas the revision process itself led to improvements on all linguistic features in diverse ways. The results offer implications for research, methodology and pedagogy. 10 01 JB code lllt.59.06alm 130 154 25 Chapter 11 1 A01 Hanan Almalki Almalki, Hanan Hanan Almalki King Saud University 2 A01 Neomy Storch Storch, Neomy Neomy Storch University of Melbourne 20 Arabic learners 20 collaborative writing 20 Google Docs 20 patterns of interaction 20 WhatsApp 01 Despite growing interest in computer-mediated collaborative writing (CMCW), very few studies have considered the effects of using a range of digital tools on learners’ behaviour. Our longitudinal study (15 weeks), conducted with Arabic as a second language learners in Saudi Arabia, investigated how learners engage in CMCW tasks using Google Docs and WhatsApp. The 31 participants formed eight dyads and five triads to complete four tasks. We analysed discussions and comments derived from Google docs and WhatsApp chats for patterns of interaction and use of online tools. Of five patterns of interaction identified, cooperative and collaborative predominated. Learners used the two tools simultaneously to foster collaboration. The findings provide new insights into CMCW tasks in an underexplored L2 learning context. 10 01 JB code lllt.59.07hsu 155 180 26 Chapter 12 1 A01 Hsiu-Chen Hsu Hsu, Hsiu-Chen Hsiu-Chen Hsu Chung Yuan Christian University 20 asynchronous computer-mediated communication 20 collaborative writing 20 peer interaction 20 synchronous computer-mediated communication 01 This study examined the patterns and focus of peer interaction in collaborative L2 writing across text-based synchronous and asynchronous computer-mediated communication (SCMC and ACMC). Participants comprised 22 college EFL learners, who completed two Google-Docs-based collaborative expository writing tasks via text-based SCMC or text-based ACMC. Google Docs comments and history were analyzed. The predominant interaction pattern in text-based SCMC was expert/novice, followed by the collaborative pattern. In text-based ACMC, dominant/dominant, dominant/passive, and dominant/withdrawn were the predominant patterns. During peer interaction, learners focused on content and language rather than on organization, regardless of modality. In text-based SCMC, learners focused equally on language and content. In text-based ACMC, learners focused more on language than on content. 10 01 JB code lllt.59.p3 247 1 Section header 13 10 01 JB code lllt.59.08kes 184 201 18 Chapter 14 1 A01 Matt Kessler Kessler, Matt Matt Kessler University of South Florida 20 CMC 20 collaboration 20 digital 20 interaction 20 multimodality 01 Prior chapters of this volume have focused on issues surrounding collaborative writing’s (CW) theoretical motivations, features of studies’ designs, and trends among findings. This chapter shifts readers’ attention to the different types of CW tasks and activities that have been adopted in the published literature. First, the author summarizes commonly employed tasks across both face-to-face and computer-mediated communication modalities (e.g., story/narrative tasks). Second, the most frequently adopted CW activities in face-to-face classrooms (e.g., dictogloss), followed by those writing tasks often used in computer-mediated communication instructional modalities (e.g., expository tasks) are examined. In this section, the increasing use of multimodal writing activities is also discussed. The chapter closes with a series of recommendations for implementing different CW tasks and activities. 10 01 JB code lllt.59.09gib 202 228 27 Chapter 15 1 A01 John Gibbons Gibbons, John John Gibbons Texas A&M University-Commerce 2 A01 Miriam Akoto Akoto, Miriam Miriam Akoto Sam Houston State University 20 Canva 20 Etherpad 20 Google Docs 20 Plot 20 wikis 01 This chapter provides a brief overview of current technologies for collaborative writing. We begin by sharing the distinctive features of three commonly used platforms in computer-mediated collaborative writing (i.e., Google Docs, wikis, and Etherpad) which have been found to offer L2 learners a safe space to freely work (Ware & Warschauer, 2006) and promote co-authorship and collaboration (Li & Storch, 2017). Next, in line with the increasing implementation of digital multimodal writing tasks, we present another set of multimedia tools (i.e., Canva infographics and Plot storyboards) which allow L2 users to incorporate multimodal publishing and collaboration during L2 writing practices (Krauss, 2012; Maamuujav et. al., 2019). We conclude with pedagogical recommendations for instructors who intend to use any of these tools. 10 01 JB code lllt.59.10sto 229 247 19 Chapter 16 1 A01 Neomy Storch Storch, Neomy Neomy Storch University of Melbourne 2 A01 Ute Knoch Knoch, Ute Ute Knoch University of Melbourne 20 collaborative writing 20 group projects 20 patterns of interaction 20 scoring rubrics 01 Over the past two decades, we have witnessed the widespread use of collaborative writing tasks in second language classes driven in part by advances in technology. These advances have led to noticeable changes in the design and implementation of these tasks as well as their inclusion in assessed classwork. However, assessing collaborative writing is challenging because it requires assessors to consider what aspects of the construct of collaborative writing (product, process, nature of collaboration) should be included in the assessment criteria, and how these aspects can be reliably assessed. In this chapter we discuss these challenges, consider some suggestions on how to assess collaborative writing, and the pedagogical implications of assessing collaborative writing. We conclude by outlining future research directions. 10 01 JB code lllt.59.index 249 253 5 Index 17 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20230817 2023 John Benjamins B.V. 02 WORLD 13 15 9789027214010 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 21 01 06 Institutional price 00 105.00 EUR R 01 05 Consumer price 00 36.00 EUR R 01 06 Institutional price 00 88.00 GBP Z 01 05 Consumer price 00 30.00 GBP Z 01 06 Institutional price inst 00 158.00 USD S 01 05 Consumer price cons 00 54.00 USD S 138027456 03 01 01 JB John Benjamins Publishing Company 01 JB code LL&LT 59 Hb 15 9789027214010 13 2023025102 BB 01 LL&LT 02 1569-9471 Language Learning & Language Teaching 59 01 lllt.59 01 https://benjamins.com 02 https://benjamins.com/catalog/lllt.59 1 B01 Mimi Li Li, Mimi Mimi Li Texas A&M University-Commerce 2 B01 Meixiu Zhang Zhang, Meixiu Meixiu Zhang Texas Tech University 01 eng 261 vii 253 LAN020000 v.2006 CJA 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.EDUC Language teaching 24 JB Subject Scheme LIN.BIL Multilingualism 24 JB Subject Scheme LIN.WRIT Writing and literacy 06 01 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. 04 09 01 https://benjamins.com/covers/475/lllt.59.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027214010.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027214010.tif 06 09 01 https://benjamins.com/covers/1200_front/lllt.59.hb.png 07 09 01 https://benjamins.com/covers/125/lllt.59.png 25 09 01 https://benjamins.com/covers/1200_back/lllt.59.hb.png 27 09 01 https://benjamins.com/covers/3d_web/lllt.59.hb.png 10 01 JB code lllt.59.prelim i iv 4 Prelim pages -1 10 01 JB code lllt.59.toc v vi 2 Table of contents 1 10 01 JB code lllt.59.ack vii 1 Acknowledgments 2 10 01 JB code lllt.59.intro 1 10 10 Chapter 3 1 A01 Mimi Li Li, Mimi Mimi Li Texas A&M University-Commerce 2 A01 Meixiu Zhang Zhang, Meixiu Meixiu Zhang Texas Tech University 10 01 JB code lllt.59.p1 243 1 Section header 4 10 01 JB code lllt.59.01elo 12 31 20 Chapter 5 1 A01 Idoia Elola Elola, Idoia Idoia Elola Texas Tech University 2 A01 Ana Oskoz Oskoz, Ana Ana Oskoz University of Maryland 20 activity theory (AT) 20 digital collaborative writing 20 digital tools 20 sociocultural theory (SCT) 01 Whereas collaborative writing is an established approach to second language (L2) education, the use of this approach in the L2 classroom has now been bolstered by the ubiquity of digital tools. Sociocultural theory (SCT) and activity theory (AT), both frameworks that inform digital collaborative writing, conceptualize writing as a holistic activity in which several key elements interact dynamically, including participants, tools, and outcomes. This chapter explores the value of knowledge sharing, meaning negotiation, scaffolding, mediation, intersubjectivity, and action completion – all pivotal tenets in collaborative writing – through these frameworks. It also illustrates critical issues (e.g., knowledge co-construction and interaction) and concludes by acknowledging unexplored areas of research and instructional practices that could further advance digital collaborative writing. 10 01 JB code lllt.59.02sat 32 52 21 Chapter 6 1 A01 Masatoshi Sato Sato, Masatoshi Masatoshi Sato Universidad Andres Bello 20 collaborative learning 20 collaborative writing 20 feedbac 20 metacognition 20 technology-mediated communication 01 Collaborative writing (CW) presents unique L2 learning opportunities. While previous research primarily used cognitive and social approaches, the current chapter proposes a metacognitive approach to (1) advance our understanding of how CW supports L2 learning, and (2) explore pedagogical ideas that may further enhance CW effectiveness, that is, metacognitive instruction on CW. Three CW features relevant to both face-to-face and technology-mediated communication will be focused on. First, collaborative interaction – a prerequisite for CW to be effective – can be explained by metacognitive theories. Second, the provision and incorporation of feedback may be related to learners’ metacognition. Third, the CW sequence – planning what to write, drafting a text, and editing the text together – closely corresponds to metacognitive regulatory skills, that is, planning, monitoring, and evaluation. 10 01 JB code lllt.59.03zha 53 77 25 Chapter 7 1 A01 Meixiu Zhang Zhang, Meixiu Meixiu Zhang Texas Tech University 2 A01 Mimi Li Li, Mimi Mimi Li Texas A&M University-Commerce 20 collaborative writing 20 L2 writing 20 methodological review 20 research practice 01 In this chapter, we synthesize the methodological approaches, research techniques, analytic frameworks, and research practices in existing collaborative writing (CW) empirical research. We start with an overview of both the predominant and emerging research techniques in existing CW literature, and then examine how the four major components of face-to-face and computer-mediated collaborative writing have been analyzed in prior research: peer interaction, revisions, patterns of collaboration, and written products. In reviewing the various analytic frameworks, we identify possible ways in which they may complement each other. Lastly, we review the research practices in this area, noting aspects in need of further consideration. We conclude this chapter by discussing noticeable methodological patterns and calling for more methodological discussion in this domain. 10 01 JB code lllt.59.p2 245 1 Section header 8 10 01 JB code lllt.59.04cal 80 108 29 Chapter 9 1 A01 Asier Calzada Calzada, Asier Asier Calzada University of the Basque Country (UPV/EHU) 2 A01 María del Pilar García Mayo García Mayo, María del Pilar María del Pilar García Mayo University of the Basque Country (UPV/EHU) 20 collaboration 20 dictogloss 20 focus on form 20 task repetition 20 young learners 01 This study examines the influence of task repetition (TR) and pretask focus on form instruction (FFI) on written collaborative production. Eighty-five low-proficiency EFL children carried out a dictogloss task twice: one targeting the 3rd person singular present “‑s”, and the other aiming at the possessive determiners “his/her”. Participants were divided into three different conditions: individual, collaborative, and pretask FFI + collaborative. Their written output was analyzed for complexity and accuracy, and overall text quality was gauged with an analytic rubric. The results did not reveal an advantage for the collaborative groups over the individuals. However, TR and collaboration increased grammatical accuracy while pretask FFI appeared to foster more accurate use of the target forms. Pedagogical and research implications are discussed. 10 01 JB code lllt.59.05abr 109 129 21 Chapter 10 1 A01 Zsuzsanna Abrams Abrams, Zsuzsanna Zsuzsanna Abrams University of California Santa Cruz 20 collaborative feedback processing 20 collaborative L2 writing 20 revisions 20 task-based L2 writing 01 Grounded in research on task-based and collaborative L2 writing, this quasi-experimental study examined the impact of collaborative processing of instructor feedback during the revision process. Forty-six intermediate learners of German in two intact classes at a U.S. university completed two written summary tasks, producing a draft and a revision for each, following feedback from the instructor in-between. The two groups processed this feedback individually and collaboratively, in a counterbalanced design. All texts were analyzed for syntactic complexity, accuracy, fluency, and lexical sophistication (i.e., lexical accuracy, choice, richness). The results indicate that processing the instructor’s feedback collaboratively with a peer primarily improved the lexical domain, whereas the revision process itself led to improvements on all linguistic features in diverse ways. The results offer implications for research, methodology and pedagogy. 10 01 JB code lllt.59.06alm 130 154 25 Chapter 11 1 A01 Hanan Almalki Almalki, Hanan Hanan Almalki King Saud University 2 A01 Neomy Storch Storch, Neomy Neomy Storch University of Melbourne 20 Arabic learners 20 collaborative writing 20 Google Docs 20 patterns of interaction 20 WhatsApp 01 Despite growing interest in computer-mediated collaborative writing (CMCW), very few studies have considered the effects of using a range of digital tools on learners’ behaviour. Our longitudinal study (15 weeks), conducted with Arabic as a second language learners in Saudi Arabia, investigated how learners engage in CMCW tasks using Google Docs and WhatsApp. The 31 participants formed eight dyads and five triads to complete four tasks. We analysed discussions and comments derived from Google docs and WhatsApp chats for patterns of interaction and use of online tools. Of five patterns of interaction identified, cooperative and collaborative predominated. Learners used the two tools simultaneously to foster collaboration. The findings provide new insights into CMCW tasks in an underexplored L2 learning context. 10 01 JB code lllt.59.07hsu 155 180 26 Chapter 12 1 A01 Hsiu-Chen Hsu Hsu, Hsiu-Chen Hsiu-Chen Hsu Chung Yuan Christian University 20 asynchronous computer-mediated communication 20 collaborative writing 20 peer interaction 20 synchronous computer-mediated communication 01 This study examined the patterns and focus of peer interaction in collaborative L2 writing across text-based synchronous and asynchronous computer-mediated communication (SCMC and ACMC). Participants comprised 22 college EFL learners, who completed two Google-Docs-based collaborative expository writing tasks via text-based SCMC or text-based ACMC. Google Docs comments and history were analyzed. The predominant interaction pattern in text-based SCMC was expert/novice, followed by the collaborative pattern. In text-based ACMC, dominant/dominant, dominant/passive, and dominant/withdrawn were the predominant patterns. During peer interaction, learners focused on content and language rather than on organization, regardless of modality. In text-based SCMC, learners focused equally on language and content. In text-based ACMC, learners focused more on language than on content. 10 01 JB code lllt.59.p3 247 1 Section header 13 10 01 JB code lllt.59.08kes 184 201 18 Chapter 14 1 A01 Matt Kessler Kessler, Matt Matt Kessler University of South Florida 20 CMC 20 collaboration 20 digital 20 interaction 20 multimodality 01 Prior chapters of this volume have focused on issues surrounding collaborative writing’s (CW) theoretical motivations, features of studies’ designs, and trends among findings. This chapter shifts readers’ attention to the different types of CW tasks and activities that have been adopted in the published literature. First, the author summarizes commonly employed tasks across both face-to-face and computer-mediated communication modalities (e.g., story/narrative tasks). Second, the most frequently adopted CW activities in face-to-face classrooms (e.g., dictogloss), followed by those writing tasks often used in computer-mediated communication instructional modalities (e.g., expository tasks) are examined. In this section, the increasing use of multimodal writing activities is also discussed. The chapter closes with a series of recommendations for implementing different CW tasks and activities. 10 01 JB code lllt.59.09gib 202 228 27 Chapter 15 1 A01 John Gibbons Gibbons, John John Gibbons Texas A&M University-Commerce 2 A01 Miriam Akoto Akoto, Miriam Miriam Akoto Sam Houston State University 20 Canva 20 Etherpad 20 Google Docs 20 Plot 20 wikis 01 This chapter provides a brief overview of current technologies for collaborative writing. We begin by sharing the distinctive features of three commonly used platforms in computer-mediated collaborative writing (i.e., Google Docs, wikis, and Etherpad) which have been found to offer L2 learners a safe space to freely work (Ware & Warschauer, 2006) and promote co-authorship and collaboration (Li & Storch, 2017). Next, in line with the increasing implementation of digital multimodal writing tasks, we present another set of multimedia tools (i.e., Canva infographics and Plot storyboards) which allow L2 users to incorporate multimodal publishing and collaboration during L2 writing practices (Krauss, 2012; Maamuujav et. al., 2019). We conclude with pedagogical recommendations for instructors who intend to use any of these tools. 10 01 JB code lllt.59.10sto 229 247 19 Chapter 16 1 A01 Neomy Storch Storch, Neomy Neomy Storch University of Melbourne 2 A01 Ute Knoch Knoch, Ute Ute Knoch University of Melbourne 20 collaborative writing 20 group projects 20 patterns of interaction 20 scoring rubrics 01 Over the past two decades, we have witnessed the widespread use of collaborative writing tasks in second language classes driven in part by advances in technology. These advances have led to noticeable changes in the design and implementation of these tasks as well as their inclusion in assessed classwork. However, assessing collaborative writing is challenging because it requires assessors to consider what aspects of the construct of collaborative writing (product, process, nature of collaboration) should be included in the assessment criteria, and how these aspects can be reliably assessed. In this chapter we discuss these challenges, consider some suggestions on how to assess collaborative writing, and the pedagogical implications of assessing collaborative writing. We conclude by outlining future research directions. 10 01 JB code lllt.59.index 249 253 5 Index 17 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20230817 2023 John Benjamins B.V. 02 WORLD 08 620 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 43 22 01 02 JB 1 00 105.00 EUR R 02 02 JB 1 00 111.30 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 22 02 02 JB 1 00 88.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 6 22 01 gen 02 JB 1 00 158.00 USD 451027458 03 01 01 JB John Benjamins Publishing Company 01 JB code LL&LT 59 Pb 15 9789027214003 13 2023025102 BC 01 LL&LT 02 1569-9471 Language Learning & Language Teaching 59 01 lllt.59 01 https://benjamins.com 02 https://benjamins.com/catalog/lllt.59 1 B01 Mimi Li Li, Mimi Mimi Li Texas A&M University-Commerce 2 B01 Meixiu Zhang Zhang, Meixiu Meixiu Zhang Texas Tech University 01 eng 261 vii 253 LAN020000 v.2006 CJA 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.EDUC Language teaching 24 JB Subject Scheme LIN.BIL Multilingualism 24 JB Subject Scheme LIN.WRIT Writing and literacy 06 01 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. 04 09 01 https://benjamins.com/covers/475/lllt.59.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027214010.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027214010.tif 06 09 01 https://benjamins.com/covers/1200_front/lllt.59.pb.png 07 09 01 https://benjamins.com/covers/125/lllt.59.png 25 09 01 https://benjamins.com/covers/1200_back/lllt.59.pb.png 27 09 01 https://benjamins.com/covers/3d_web/lllt.59.pb.png 10 01 JB code lllt.59.prelim i iv 4 Prelim pages -1 10 01 JB code lllt.59.toc v vi 2 Table of contents 1 10 01 JB code lllt.59.ack vii 1 Acknowledgments 2 10 01 JB code lllt.59.intro 1 10 10 Chapter 3 1 A01 Mimi Li Li, Mimi Mimi Li Texas A&M University-Commerce 2 A01 Meixiu Zhang Zhang, Meixiu Meixiu Zhang Texas Tech University 10 01 JB code lllt.59.p1 243 1 Section header 4 10 01 JB code lllt.59.01elo 12 31 20 Chapter 5 1 A01 Idoia Elola Elola, Idoia Idoia Elola Texas Tech University 2 A01 Ana Oskoz Oskoz, Ana Ana Oskoz University of Maryland 20 activity theory (AT) 20 digital collaborative writing 20 digital tools 20 sociocultural theory (SCT) 01 Whereas collaborative writing is an established approach to second language (L2) education, the use of this approach in the L2 classroom has now been bolstered by the ubiquity of digital tools. Sociocultural theory (SCT) and activity theory (AT), both frameworks that inform digital collaborative writing, conceptualize writing as a holistic activity in which several key elements interact dynamically, including participants, tools, and outcomes. This chapter explores the value of knowledge sharing, meaning negotiation, scaffolding, mediation, intersubjectivity, and action completion – all pivotal tenets in collaborative writing – through these frameworks. It also illustrates critical issues (e.g., knowledge co-construction and interaction) and concludes by acknowledging unexplored areas of research and instructional practices that could further advance digital collaborative writing. 10 01 JB code lllt.59.02sat 32 52 21 Chapter 6 1 A01 Masatoshi Sato Sato, Masatoshi Masatoshi Sato Universidad Andres Bello 20 collaborative learning 20 collaborative writing 20 feedbac 20 metacognition 20 technology-mediated communication 01 Collaborative writing (CW) presents unique L2 learning opportunities. While previous research primarily used cognitive and social approaches, the current chapter proposes a metacognitive approach to (1) advance our understanding of how CW supports L2 learning, and (2) explore pedagogical ideas that may further enhance CW effectiveness, that is, metacognitive instruction on CW. Three CW features relevant to both face-to-face and technology-mediated communication will be focused on. First, collaborative interaction – a prerequisite for CW to be effective – can be explained by metacognitive theories. Second, the provision and incorporation of feedback may be related to learners’ metacognition. Third, the CW sequence – planning what to write, drafting a text, and editing the text together – closely corresponds to metacognitive regulatory skills, that is, planning, monitoring, and evaluation. 10 01 JB code lllt.59.03zha 53 77 25 Chapter 7 1 A01 Meixiu Zhang Zhang, Meixiu Meixiu Zhang Texas Tech University 2 A01 Mimi Li Li, Mimi Mimi Li Texas A&M University-Commerce 20 collaborative writing 20 L2 writing 20 methodological review 20 research practice 01 In this chapter, we synthesize the methodological approaches, research techniques, analytic frameworks, and research practices in existing collaborative writing (CW) empirical research. We start with an overview of both the predominant and emerging research techniques in existing CW literature, and then examine how the four major components of face-to-face and computer-mediated collaborative writing have been analyzed in prior research: peer interaction, revisions, patterns of collaboration, and written products. In reviewing the various analytic frameworks, we identify possible ways in which they may complement each other. Lastly, we review the research practices in this area, noting aspects in need of further consideration. We conclude this chapter by discussing noticeable methodological patterns and calling for more methodological discussion in this domain. 10 01 JB code lllt.59.p2 245 1 Section header 8 10 01 JB code lllt.59.04cal 80 108 29 Chapter 9 1 A01 Asier Calzada Calzada, Asier Asier Calzada University of the Basque Country (UPV/EHU) 2 A01 María del Pilar García Mayo García Mayo, María del Pilar María del Pilar García Mayo University of the Basque Country (UPV/EHU) 20 collaboration 20 dictogloss 20 focus on form 20 task repetition 20 young learners 01 This study examines the influence of task repetition (TR) and pretask focus on form instruction (FFI) on written collaborative production. Eighty-five low-proficiency EFL children carried out a dictogloss task twice: one targeting the 3rd person singular present “‑s”, and the other aiming at the possessive determiners “his/her”. Participants were divided into three different conditions: individual, collaborative, and pretask FFI + collaborative. Their written output was analyzed for complexity and accuracy, and overall text quality was gauged with an analytic rubric. The results did not reveal an advantage for the collaborative groups over the individuals. However, TR and collaboration increased grammatical accuracy while pretask FFI appeared to foster more accurate use of the target forms. Pedagogical and research implications are discussed. 10 01 JB code lllt.59.05abr 109 129 21 Chapter 10 1 A01 Zsuzsanna Abrams Abrams, Zsuzsanna Zsuzsanna Abrams University of California Santa Cruz 20 collaborative feedback processing 20 collaborative L2 writing 20 revisions 20 task-based L2 writing 01 Grounded in research on task-based and collaborative L2 writing, this quasi-experimental study examined the impact of collaborative processing of instructor feedback during the revision process. Forty-six intermediate learners of German in two intact classes at a U.S. university completed two written summary tasks, producing a draft and a revision for each, following feedback from the instructor in-between. The two groups processed this feedback individually and collaboratively, in a counterbalanced design. All texts were analyzed for syntactic complexity, accuracy, fluency, and lexical sophistication (i.e., lexical accuracy, choice, richness). The results indicate that processing the instructor’s feedback collaboratively with a peer primarily improved the lexical domain, whereas the revision process itself led to improvements on all linguistic features in diverse ways. The results offer implications for research, methodology and pedagogy. 10 01 JB code lllt.59.06alm 130 154 25 Chapter 11 1 A01 Hanan Almalki Almalki, Hanan Hanan Almalki King Saud University 2 A01 Neomy Storch Storch, Neomy Neomy Storch University of Melbourne 20 Arabic learners 20 collaborative writing 20 Google Docs 20 patterns of interaction 20 WhatsApp 01 Despite growing interest in computer-mediated collaborative writing (CMCW), very few studies have considered the effects of using a range of digital tools on learners’ behaviour. Our longitudinal study (15 weeks), conducted with Arabic as a second language learners in Saudi Arabia, investigated how learners engage in CMCW tasks using Google Docs and WhatsApp. The 31 participants formed eight dyads and five triads to complete four tasks. We analysed discussions and comments derived from Google docs and WhatsApp chats for patterns of interaction and use of online tools. Of five patterns of interaction identified, cooperative and collaborative predominated. Learners used the two tools simultaneously to foster collaboration. The findings provide new insights into CMCW tasks in an underexplored L2 learning context. 10 01 JB code lllt.59.07hsu 155 180 26 Chapter 12 1 A01 Hsiu-Chen Hsu Hsu, Hsiu-Chen Hsiu-Chen Hsu Chung Yuan Christian University 20 asynchronous computer-mediated communication 20 collaborative writing 20 peer interaction 20 synchronous computer-mediated communication 01 This study examined the patterns and focus of peer interaction in collaborative L2 writing across text-based synchronous and asynchronous computer-mediated communication (SCMC and ACMC). Participants comprised 22 college EFL learners, who completed two Google-Docs-based collaborative expository writing tasks via text-based SCMC or text-based ACMC. Google Docs comments and history were analyzed. The predominant interaction pattern in text-based SCMC was expert/novice, followed by the collaborative pattern. In text-based ACMC, dominant/dominant, dominant/passive, and dominant/withdrawn were the predominant patterns. During peer interaction, learners focused on content and language rather than on organization, regardless of modality. In text-based SCMC, learners focused equally on language and content. In text-based ACMC, learners focused more on language than on content. 10 01 JB code lllt.59.p3 247 1 Section header 13 10 01 JB code lllt.59.08kes 184 201 18 Chapter 14 1 A01 Matt Kessler Kessler, Matt Matt Kessler University of South Florida 20 CMC 20 collaboration 20 digital 20 interaction 20 multimodality 01 Prior chapters of this volume have focused on issues surrounding collaborative writing’s (CW) theoretical motivations, features of studies’ designs, and trends among findings. This chapter shifts readers’ attention to the different types of CW tasks and activities that have been adopted in the published literature. First, the author summarizes commonly employed tasks across both face-to-face and computer-mediated communication modalities (e.g., story/narrative tasks). Second, the most frequently adopted CW activities in face-to-face classrooms (e.g., dictogloss), followed by those writing tasks often used in computer-mediated communication instructional modalities (e.g., expository tasks) are examined. In this section, the increasing use of multimodal writing activities is also discussed. The chapter closes with a series of recommendations for implementing different CW tasks and activities. 10 01 JB code lllt.59.09gib 202 228 27 Chapter 15 1 A01 John Gibbons Gibbons, John John Gibbons Texas A&M University-Commerce 2 A01 Miriam Akoto Akoto, Miriam Miriam Akoto Sam Houston State University 20 Canva 20 Etherpad 20 Google Docs 20 Plot 20 wikis 01 This chapter provides a brief overview of current technologies for collaborative writing. We begin by sharing the distinctive features of three commonly used platforms in computer-mediated collaborative writing (i.e., Google Docs, wikis, and Etherpad) which have been found to offer L2 learners a safe space to freely work (Ware & Warschauer, 2006) and promote co-authorship and collaboration (Li & Storch, 2017). Next, in line with the increasing implementation of digital multimodal writing tasks, we present another set of multimedia tools (i.e., Canva infographics and Plot storyboards) which allow L2 users to incorporate multimodal publishing and collaboration during L2 writing practices (Krauss, 2012; Maamuujav et. al., 2019). We conclude with pedagogical recommendations for instructors who intend to use any of these tools. 10 01 JB code lllt.59.10sto 229 247 19 Chapter 16 1 A01 Neomy Storch Storch, Neomy Neomy Storch University of Melbourne 2 A01 Ute Knoch Knoch, Ute Ute Knoch University of Melbourne 20 collaborative writing 20 group projects 20 patterns of interaction 20 scoring rubrics 01 Over the past two decades, we have witnessed the widespread use of collaborative writing tasks in second language classes driven in part by advances in technology. These advances have led to noticeable changes in the design and implementation of these tasks as well as their inclusion in assessed classwork. However, assessing collaborative writing is challenging because it requires assessors to consider what aspects of the construct of collaborative writing (product, process, nature of collaboration) should be included in the assessment criteria, and how these aspects can be reliably assessed. In this chapter we discuss these challenges, consider some suggestions on how to assess collaborative writing, and the pedagogical implications of assessing collaborative writing. We conclude by outlining future research directions. 10 01 JB code lllt.59.index 249 253 5 Index 17 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20230817 2023 John Benjamins B.V. 02 WORLD 08 470 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 147 32 01 02 JB 1 00 36.00 EUR R 02 02 JB 1 00 38.16 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 32 02 02 JB 1 00 30.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 7 32 01 gen 02 JB 1 00 54.00 USD