Collaborative Writing Research Articles

Supporting Collaborative Writing Tasks in Large-Scale Distance Education

Supporting Collaborative Writing Tasks in Large-Scale Distance Education

The Dimensions and Dynamism of Group Engagement in Computer-Mediated Collaborative Writing in EFL Classes

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 of four engaged in an 8-week computer-mediated collaborative writing (CMCW) project in a Chinese university English as a foreign language (EFL) context. Data were collected from multiple sources such as a pre-survey, audio-recorded discussions, and retrospective interviews. Findings identify three developmental periods of group engagement through task completion, namely breaking-in, growth, and proficiency periods. During each period, the four dimensions of group engagement (i.e., behavioral, cognitive, emotional, and social engagement) were ongoing and salient to varying extents and mutually influenced among the participants. Also, the learners utilized certain collaborative strategies to promote meaning negotiation and care for the quality of interactions. The study highlights the great potential of CMCW to form a sociocognitive learning community where the students can actively engage in learning, construct new knowledge, and promote language skills through not only cognitive processing but also mutual interaction between peers and instructors.

Using Google Docs for Collaborative Writing Feedback With International Students

Using Google Docs for Collaborative Writing Feedback With International Students

The Importance of Collaborative Writing in Writing Classroom

The Importance of Collaborative Writing in Writing Classroom

Examining the Wiki Experience: EFL Students' Perspectives on Online Collaborative Writing

In recent years, there has been a considerable growth in the usage of Web 2.0 technologies by a bigger user base, such as wikis, blogs, and podcasts. This tendency has resulted in significant breakthroughs in the field of English language instruction, particularly for students learning English as a foreign language. The major goal of this study was to determine the extent to which learners gain from a specific type of writing practice including peer-correction via wikis. According to the preliminary data, learners not only improve their writing skills, but also grow their social skills. This is accomplished by mutual support and coaching among students during the writing process, which results in an improvement in metacognitive methods and overall writing performance. The study concludes with a discussion of the implications of the results and provides recommendations for further research.

Integrating Online Collaborative Writing Into English As A Foreign Language Classes During Distance Education

Integrating Online Collaborative Writing Into English As A Foreign Language Classes During Distance Education

Project-based Learning: EFL Students’ Involvement in Collaborative Writing

Project Based Learning (PBL) is a student-centred learning approach in which a teacher acts as a facilitator to help a student solve a problem. In the present study, involvement is a substantial element in PBL because the student is required to learn collaboratively in a group project. Therefore, the study aims to discover how the student is involved in accomplishing scholarly writing in a group project, and what the opportunity of writing a scholarly article collaboratively is. The present research is a case study in a private university in Indonesia. The data are gained from a questionnaire and an interview. The data then are analyzed qualitatively. The study discovers that PBL is believed to activate EFL students’ involvement in terms of contributing to the team project, handling responsibility, and respecting teammates. The opportunities of PBL implementation in writing experienced by the students are getting ideas, designing the project, tunning the project, writing the project, exhibiting the project, and evaluating the project. Finally, the study is expected to provide teachers with practical ideas for implementing PBL effectively in a writing context.

Unknown Is Not Chosen: University Student Voices on Group Formation for Collaborative Writing

University students are frequently required to collaborate, often in the form of collaborative writing tasks. The process as well as the outcomes of the collaboration depend on choices made during the group formation phase. Studies on why students select partners for collaborative writing tasks are, however, lacking. Therefore, the present study aims to gain insights into (1) university students’ preferences with regard to teacher-assigned and self-selected group formation, (2) which motives they take into account when self-selecting a partner, and (3) the degree to which students select a partner similar to themselves. Sixteen dyads collaboratively wrote a research paper. Prior to the collaboration, 30 students individually completed questionnaires and 28 students were individually interviewed. The findings show that most students have mixed opinions regarding teacher-assigned or self-selected group formation (n = 18), while the others bar one prefer to self-select a partner (n = 9). Students’ main motive for self-selecting is familiarity, and, more in particular, prior collaboration experience with a specific partner. Other motives include friendship, ability, convenience, and attitude. Furthermore, students tend to select a partner with a similar attitude, ability, task approach, and perspective towards the content of the task. Predictability seems to be the most important driver for self-selection.

ESL Teachers’ Perceptions of Web-Based Collaborative Writing Activity

ESL Teachers’ Perceptions of Web-Based Collaborative Writing Activity

Demystifying Conflict in Collaborative Writing: University EFL Students Case Study

The interaction between writers is essential in collaborative writing. Unfortunately, conflict could occasionally disrupt the interaction. This case study explores the conflict and negotiation among sixteen Indonesian graduate students during the collaborative writing. Three students were selected as focal respondents based on three criteria: (1) students’ engagement in learning, (2) students’ gender, and (3) English proficiency. The data of the study were mainly obtained from observations, interviews, and document analysis. The collected data were then analyzed using interactive model analysis. The study revealed three types of conflict in collaborative writing: (1) cognitive conflict, (2) socio-emotional conflict, and (3) process conflict. The conflict reasons, resolutions, and impacts were identified and discussed. This study implies that conflict during collaborative writing can impact students' writing quality.

Digital Humanities and Collaborative Writing Platforms: Transforming Literary Creation

The field of research in digital humanities hasundergone a rapid transformation in recentyears.This research looks at how collaborative writing platforms can alter how literary creativity and digital humanities are treated. The research looks into the development of digital tools that enable collaborative authoring, as well as the interaction between technology and collaborative processes. The purpose of this article is to examine conventional notions of authorship, originality, and the democratization of literary expression.

MALL‐based collaborative writing in second language classroom: A systematic review

AbstractDriven by the affordances and benefits of mobile technology, collaborative writing (CW) supported by mobile technologies has been increasingly implemented in the second language (L2) acquisition context. To shed light on the research foci and provide guidance for future research in this promising area, the present study conducted an in‐depth and systematic review of 25 empirical articles on CW supported by mobile technologies in the L2 context published from 2014 to 2022, including quantitative, qualitative, and mix‐methods research. A holistic analysis of these articles was conducted, covering various aspects such as research themes, research contexts and technology, theoretical/pedagogical frameworks, writing tasks, and instruments. Based on the analysis of the previous research, this study provided pedagogical suggestions concerning writing tasks, group division, participant training, and writing assessment and also explores future research directions.

Manner and Quality of Negotiation During L2 Collaborative Writing

Abstract Although peer interaction has received attention in second language (L2) collaborative writing (CW) research, the manner and quality of peer interaction have been less investigated. Previous studies usually examined peer interaction by looking at language-related episodes, overlooking the ways students negotiate for different types of knowledge for successful writing, such as content, organisation, and discourse. Moreover, the association between quality of negotiation and students’ writing process is elusive. This study aims to examine the way students discussed different aspects of writing during interaction and explore the impact of quality of negotiation on students’ subsequent writing and revisions. Data were collected from an intact academic writing class at a New Zealand university, where students formed groups to produce a single text per group over 12 weeks. Results showed that students discussed content and organisation more than language, and different qualities of negotiation were associated with different writing and revision outcomes. In addition, students discussed both local and global aspects of writing, and quality of negotiation is an important factor that mediates students’ writing and revision behaviours.

Collaborative Writing Skills Enhancement through the Use of Story Jumper

Collaborative Writing Skills Enhancement through the Use of Story Jumper

Inducing Better-Facilitated EFL Writing Learning Dynamics with an Enlightenment of Collaborative Writing Strategy

Abstract
 To better help globalized EFL learners withstand a wide variety of stumbling blocks residing in these modern second language writing learning enterprises, writing instructors should devise a learner-oriented learning approach where writers strongly establish more robust collaborative networking to successfully achieve their desired writing learning goals. A collaborative writing strategy plays an indispensable role to attain this coveted writing learning objective where EFL learners can supportively collate their distinctive ideas, perspectives, and strategies to compose more qualified writing compositions. This currently-initiated qualitative study was in support of an annotated bibliography approach to ascertain the credibility, relevancy, and applicability of the particularly-attained research results. To that end, the researcher utilized a document analysis and an open-coding approach to thematically categorize each identical research result generated by 10 already-published collaborative writing strategy journal articles conducted worldwide. The thematically-analyzed research results highly advised globalized second language writing instructors to incorporate a collaborative writing strategy at the inception of regular writing learning dynamics as it functioned as one of the propelling forces for EFL learners to gradually transform into more skilled, enthusiastic, confident, optimistic, and proactive target language writers. 
 Keywords: EFL writing; collaborative writing strategy; annotated bibliography; document analysis

Between-ing: Collaborative Writing and the Unfoldings of Relational Space

In conversation with Claire Parnet, Deleuze is quoted as saying, “(w)e were only two, but what was important for us was less our working together than this strange fact of working between the two of us.” Deleuze’s concept of “between-the-two” has been used by “Gale and Wyatt,” as a leitmotif for the collaborative writing with which they have engaged “between the two” and also in collaboration with others. The persistence and longevity of this usage has led to the possibility that an “image of thought” has been brought to life which is constitutive of the “us” rather than the “betweened.” In this, have “Gale and Wyatt” continued to swim in the calm, unquestioning, and welcoming waters of qualitative inquiry? Have they, in so doing, avoided those eddies, swirls, rip currents, and deep, dark waters of post qualitative inquiry that might be working to pull them out into the turbulent seas of free and wild concept making where, in becoming, their writing might move away from the applications and representations of simply human-centric thought and action and be of a more immanent doing? In this article, “Gale and Wyatt” address their alertness to the doing of this image of thought. They ask, does their collaborative writing rest more on the “two” of them, the people doing the writing, than on the “between” that talks more the materiality of relational space(s) unfolding amid them? In this article, they affirmatively critique this possibility. They ask: Between the two? How does this betweening work? What does this betweening do? Only two?

EFL Junior High School Students' Perception of Collaborative Writing

This research aimed to learn what the students thought about using collaborative techniques in writing a text. A case study was chosen as the research design in this research, with a qualitative approach. Data collection for this research was interviews. The researcher utilized interviews to get a deeper understanding of students' perspectives. To evaluate the data, the researcher applied theories from Miles et al. (2014). Based on the interviews, the researcher concluded that students preferred collaborative writing over writing alone because it was quicker, simpler, and more enjoyable. This was supported by the research's findings. Along with the benefits, students also experienced challenges due to individuality and differences in opinion when writing text through collaborative techniques.

Who Are Active and Inactive Participants in Online Collaborative Writing? Considerations From an EFL Setting

This study investigated learners’ online collaborative writing (CW) behaviours. The participants were 115 EFL students from different Asian countries at a private international university in Thailand. The quantitative data was collected from students’ writing contributions on two collaborative writing tasks: descriptive and argumentative essays. Data was analyzed using one-way analysis of variance (ANOVA) and the Bonferroni Post Hoc Test. The analysis from the one-way ANOVA test revealed a significant difference between groups regarding percentage of text contribution in CW tasks. Qualitative data was also collected from students’ reflective journals and observations, where factors that influenced team collaboration were examined. The qualitative findings showed that students with higher language proficiency levels were the prominent authors who contributed more text to their group tasks. Elements affecting learners’ active and inactive participations in team collaborations include student language proficiency, individual goal, designated roles, collaboration platforms, learning preference, topic familiarity, and influence of teacher. Some implications of the findings are discussed.

Effectiveness of Collaborative Writing Strategy in Improving EFL Students’ Writing Skill

The ability to write efficiently and effectively in English is significant for academic success. The academic achievement of students who are proficient in writing skills tends to be better than that of students who are less proficient. So, the teachers have to choose effective teaching writing strategies which can assist in enhancing students’ writing skill. In this perspective, the present quantitative study conducted employing quasi-experimental methodologies attempts to explore the effectiveness of Collaborative Writing (CW) in improving the writing skill of grade or class ten English as Foreign Language (EFL) students. The sample population consisted of 60 students studying in grade 10 at one secondary-level institutional school located in Banke district. I employed convenience sampling to select the school and typical case sampling, a kind of purposive sampling to select the sample population. Selected students were divided into Control Group (CG) and Experimental Group (EG) based on the sections to which they studied or related. CG was taught using the conventional strategy whereas EG was taught by using the CW strategy. I employed test (pre and post-test) technique to collect the data and the collected data were analysed employing the descriptive analysis technique of quantitative data analysis. The result of the study indicated that CW is more effective for developing the writing skill of secondary-level EFL students. Therefore, teachers are suggested to employ CW technique to enhance the writing skill of the students in English.

An Evaluation Plan for Assessing the Utilization of Wikis as Collaborative Writing Tools

This study aims to assess students' collaborative writing activities using Wiki as a tool, building upon the research conducted by Hadjerrouit. An optimized experimental plan was designed to enhance the research approach. The enhancements involved expanding the experimental sample size, implementing a control group, incorporating self-assessment links, and utilizing binary response formats. Prior to commencing the experiment, all participants underwent rigorous training and testing to mitigate potential confounding factors. Subsequently, the acquired experimental data was analyzed using the same methodology as Hadjerrouit to derive conclusive findings. Nevertheless, it is crucial to acknowledge that the outcomes may be influenced by participants' learning abilities and the duration of the experiment, despite the ideal nature of the experimental plan.