Recent years have witnessed major development in plurilingual pedagogies which support the use of learners' repertoire of languages in language learning contexts (Payant & Galante, 2022; Piccardo, 2013). However, little research has been undertaken to examine adult plurilingual learners' perceptions towards the use of their languages during…

Collaborative learning in online contexts is emotionally challenging for language learners. To achieve successful learning outcomes, language learners need to regulate their emotions and sustain positive emotions during the collaborative learning process. This study investigated language learners' emotion regulation and enjoyment, the most…

Although research on proficiency pairing for collaborative writing in second language (L2) or foreign language (FL) higher education has proliferated in the last few decades, scant attention has been paid to students' perceptions about how they are paired up. This case study revisited proficiency pairing in light of equity theory, examining two…

Discover an innovative, evidence-based method for preparing students for the demands of college writing called Supporting Strategic Writers (SSW). The goal of SSW is to help students become independent learners who understand the value of strategies and can apply them flexibly in future courses and the workplace. The text provides genre-based…

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…

This study compared the effects of computer-mediated (CM) versus pen-and-paper (P&P) writing on written accuracy and feedback processing in tasks written and rewritten collaboratively following a pedagogical treatment in two intact authentic classrooms. The study involved 32 secondary education low-proficiency English-as-a-foreign-language…

Technology-enhanced collaborative writing for second language learning has been receiving accumulating attention from researchers and educators over years. However, there was a lack of updated review with foci on the types and effectiveness of technologies in collaborative writing. This study conducted a systematic and in-depth review of 34…

Although research about the effectiveness of second or foreign language collaborative writing for jointly written products has proliferated in the last few decades, there has been less examination of whether and how pre-task preparation could maximize the language learning opportunities that collaborative writing can afford learners. Informed by…

Wikipedia is one of the most important innovations of the Internet age and has been analysed and criticised within higher educational settings for how it is utilised by students or academics for essay assignments or research. Less work has been done on how content writing for Wikipedia may be deployed as an instructional tool and its pedagogical…

In the study reported on here I investigated how teachers used available information and communications technology (ICT) resources to transform teaching and learning in the Bojanala district in the Northwest province of South Africa. The Technological Pedagogical Content Knowledge (TPACK) framework enabled understanding of how the use of available…

Recent articles on the problems of 'locus of enunciation' have focused on research and publication as well as on theoretical development of the concept. It is an issue in teaching and learning too, and this is the focus of this article which argues that to reject teaching approaches in 'the South' because they come from 'the North' is, first,…

Theoretically grounded in Vygotsky's sociocultural theory of mind, Dynamic Assessment (DA) provides researchers with the opportunity to investigate different aspects of learners' developmental trajectory, including the ways they overcome their errors. As a qualitative inquiry into the nature of errors reflecting learners' development in academic…

This mixed-methods study explored the students' learning from the task-based collaborative writing process (Ellis, 2003; Willis, 1996) and the effects of its process on their writing improvement in a compulsory academic writing course. Due to the Covid-19 pandemic, this course was conducted completely online. This 15-week course followed the…

Automated Writing Evaluation (AWE) systems have been found to enhance the accuracy, readability, and cohesion of writing responses (Stevenson & Phakiti, 2019). Previous research indicates that individual learners may have difficulty utilizing content-based AWE feedback and collaborative processing of feedback might help to cope with this…

This volume discusses how the use of technology creates opportunities for effective teaching practice and illustrates ways to apply innovative and stimulating ways to engage and interact with students on-line. This research-led book brings together teaching practice and case studies and provides a comprehensive understanding of how technology can…