Despite the burgeoning research interest in collaborative L2 writing, it is underrepresented in the literature regarding how teachers use such activities within real-world classroom settings. This case study seeks to offer a comprehensive understanding of the practices adopted by two EFL teachers in implementing collaborative writing within…

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…

This paper reports on a study that examines how a school teacher, a university researcher, and a professional textbook writer interact when they collaborate in designing materials for English language teaching. Data were collected from interviews with the participants and audio recordings of their interaction in collaborative design supplemented…

Writing is a fundamental skill in English language learning that requires the application of effective instructional strategies. Various strategies have been implemented in writing classrooms, including writing strategies, summarization, collaborative writing, specific product goals, word processing, sentence combining, prewriting, inquiry…

Writing is an important part of creative thinking as it is the reflection of a person's thoughts and reasoning. The aim with this study was to create a comprehensive and effective educational model that combines the teaching and practice of writing as a process and creative writing in a collaborative environment in the education of prospective…

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…

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 explored EFL instructors' perceptions and practices to identify challenges of teaching synchronous collaborative writing (SCW) and then proposed solutions to the problems. The instructor survey of practices in online English writing instruction was sent to 52 instructors from 15 regional universities in Thailand; 51 responded to the…

This study explores one teacher's forays into multiliteracies practices and multimodal pedagogies in teaching a language other than English in an international school in Hong Kong. Using the Action Learning Circle as a guiding framework, this study analysed a Chinese language teacher's one-year self-initiated exploration of multiliteracies and…

Digital storytelling has undergone extensive study in different content-areas, but its naturally-combined use with collaborative writing for skills development, and reflective practice remains underresearched in pre-service EFL teacher education. This study undertook joint tech-enhanced retelling of L2 texts by 56 Turkish EFL teacher candidates,…

This study evaluated the effect of the teaching cycle adapted from the genre-based approach for teaching EFL learners in Thailand. As English writing is claimed to be the most serious problem among Thai EFL learners, the instruction aimed at developing writing competence of Thai EFL learners. One-group pretest-posttest design was employed in the…

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,…

This study investigates the potential of individual, collaborative, and E-collaborative writing modalities on the development of syntactic complexity (SC), their sustained effect on SC development, and the potential meditating role of SC of L1 (First Language) in SC of L2 (Second Language). To this end, 90 Iranian intermediate EFL learners…

This paper reports on a study concerning a MOOC designed to support Greek language teachers in secondary education schools towards designing and using collaborative writing activities with Google Docs in their classroom. The principles that determined the particular MOOC design framework were directed by three dimensions of teacher participation:…

Despite the contributions language centres across the globe have made to language education and higher education in general, few publications have a specific focus on research work produced by language centre faculty. The purpose of this reviewed, edited volume entitled "Tertiary Education Language Learning: A Collection of Research,"…