This study examines the impact of written corrective feedback (WCF) timing on the collaborative writing process and writing accuracy development of adult learners of French as a second language. Forty-eight learners were divided into three groups to complete a collaborative writing task in pairs. The first group received immediate WCF via Google…

Task-based language teaching (TBLT) has occupied an important place in the field of language education; however, some of TBLT dimensions that pertain to the interaction between task design features, written corrective feedback (WCF), and learners' performance have not received adequate attention in past studies. To fill this gap, the current study…

Previous studies have explored the roles of metacognitive instruction and collaborative writing, separately, in English writing. Little attention has been paid to students' writing complexity, accuracy, and fluency (CAF). The present study aims to bridge this gap through investigating integrated writing performances based on the linguistic…

There has been substantial research on the effects of metacognitive instruction on improving L2 learners' language skills. However, little is known about the impact of such instruction on improving the effectiveness of L2 students' collaborative writing. To fill this research gap, we conducted a quasi-experimental study to investigate how such an…

Studies analysing the metatalk generated in collaborative writing (CW) tasks have primarily targeted secondary or adult students who wrote either in L1 or L2, and have seldom examined the process of their writing in two languages. Furthermore, these analyses have mostly focused on accuracy discussions and have ignored discussions aimed at making…

This case study examined Czech electrical engineering and informatics students' English academic writing, addressing challenges in producing understandable and coherent texts for international audiences. Using a mixed-methods approach, which included textual analysis of essays, student writing profiles, and pre/post-course questionnaires, we…

Background/purpose: This study investigated the short-term and long-term impact of collaborative writing on lower-proficiency English as a foreign language (EFL) students in Saudi Arabia. It investigated whether co-authoring enhanced the writing standard, which areas effectively evolved and how effectively the students retained their writing…

Digital multimodal composing (DMC) has attracted language instructors' and researchers' increasing attention during recent years. Previous studies mainly investigated the students' DMC processes and perceptions, but DMC products are underexamined, and in particular, scarce is research comparing collaborative DMC products and individual DMC…

Wikis have been increasingly integrated into English-writing teaching and have served as one of the Web's most crucial social-networking tools, improving the writing of EFL learners worldwide. The purpose of this study has been to examine the positive effects of wiki-mediated collaborative writing and peer feedback on the grammatical and lexical…

Building and especially improving a classification kernel represents a challenging task. The works presented in this paper continue an already developed semi-supervised classification approach that aimed at labelling transcripts from educational videos. We questioned whether the size of the ground-truth data-set (Wikipedia articles) or the quality…

This study was motivated by Skehan's (1996, 1998) hypothesis about the potential of post-task anticipation to direct learners' attention towards form and previous online L2 collaborative writing research that found prioritization of meaning in this context. It investigated the effects of post-task anticipation on text length, accuracy and…

The prevalence of using social software in foreign and second language settings has caused a resurgence of interest in collaborative writing. This study investigates the benefits of collaborative and e-collaborative tasks on writing performance of the students in a process-oriented approach. It, in fact, examines the effects on the accuracy,…

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…

This study investigates the influence of a grammatical reconstruction task on talk and subsequent individual writing. In a South Korean university, two classes alternated learning conditions, between 'read-summarize-write' and 'read-reconstruct-write'. In the summarize condition, small groups collaborated to create a summary of the reading; in the…

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…