Research on pragmatic awareness of language learners has mainly focused on the target language. As argued by some scholars, a multilingual perspective should also be adopted in the analysis of pragmatic awareness. In fact, existing findings point to the peculiar characteristics of multilingual pragmatic comprehension and awareness. Bearing these…

Addressing the lack of studies on L2 online and collaborative prewriting, this study examines L2 collaborative prewriting through voice chat. It explores the effects of an online prewriting condition (individual vs collaborative) on performance in subsequent individual writing as assessed by text length, accuracy, complexity, and analytical rating…

Flipped classroom innovation has attracted the attention of English Language Teaching (ELT) researchers to examine its effectiveness. This inquiry, therefore, elaborates on the effect of flipping (i.e. reversing) individual and collaborative instruction using a "WhatsApp" application on the cohesive ability of English as a Foreign…

Collaborative writing tasks have been claimed to offer language learning opportunities because they implicitly draw learners' attention to form. Nevertheless, their efficacy has been claimed to be moderated by proficiency, as low proficiency learners tend to override form over meaning. These claims, however, are mostly based on adult learners and…

This article reports an empirical study on embedding digital literacies in the language teacher education curriculum with pre-service and in-service teachers enrolled in a graduate-level language teaching method course. Two different types of technology-mediated collaborative tasks were implemented, one being collaborative reading for writing…

This study applies multimodal conversation analysis to examine how pupils of L2 English in Sweden make use of online translation tools (OTTs), i.e. bilingual dictionaries and Google Translate, in a range of digital collaborative writing tasks. The collection of sequences where pupils use OTTs comes from 31 hours of video-recorded data from four…

In the past two decades, the growing rage of computer mediated environments (CMC) affords new literacies and new opportunities for language learners to experience, construct, communicate, and access knowledge (Ware, Kern & Warschauer, 2016). Also, it suggests that writing in multimodal in the digital ear contributes to its production and…

Previous studies examined benefits of collaborative writing, but the effectiveness of collaborative planning in academic writing courses has not been adequately addressed. Thus, this study examined Chinese-speaking ESL pre-university students' perceptions of the effectiveness of collaborative planning in an academic writing course in the Malaysian…

This study examines whether foreign language acquisition occurs through sharing information when students participate in an online writing task using English as the lingua franca. It also explores whether the students with higher levels of linguistic knowledge relating to the foreign language share this information with their peers throughout the…

Writing has been considered as a highly demanding skill and a complex recursive process involving multifaceted knowledge (e.g. grammar, genre, vocabulary and metacognitive competencies). Hence, it has been documented in miscellaneous studies in the past few decades. However, the issue of challenges and solutions to teaching English writing to…

This study explores interactions among language learners with the support of online resources in a collaborative writing task and how online resources assisted collaborating learners in the meaning-making process. The study was conducted in the freshman English course at a national university in Taiwan. Fifty-six students constructed an essay in…

The study investigates the process of implementing collaborative writing (CW) in EFL classrooms and ascertains the perspectives of stakeholders towards CW practice. Data was collected from 130 participants and through multiple sources and instruments, including document analysis, observation and video-based fieldwork, questionnaire, and interview.…

Using conversational analysis as a methodological framework, this paper aims to analyze the sequential pattern of the turns in cooperative writing group interactions which unfolds solidarity building and disagreement episodes. Recorded verbal and non-verbal interactions of a group, comprised of ten members, were carefully transcribed to closely…

The article provides a micro-analytical perspective on processes of collaborative writing among university students at an international BA program in Denmark, investigating the extent to which language regulation takes place as part of the students' joint writing activities and exploring the language ideological underpinnings of such regulatory…

In this pilot study, two second year writing classes at a university in Japan completed two group writing tasks using Microsoft Word and Google Docs. After both tasks were completed, the students (N=45) completed a short survey containing Likert scale items about their preferences when writing under the different conditions. Willing individuals…