The iterative process of writing a co-authored manuscript may take several months to complete. Draft-in-a-day is an alternative group-based approach to writing that draws on concepts from social cognitive and group dynamics theories to efficiently write the first draft of a manuscript, while providing rich opportunities for trainees to develop…

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…

This study explores the relationship between L2 French students' conversations during interactive writing tasks and their interaction mindset, which is their perception about peer interaction. Students (N = 51) in three, high-intermediate/low-advanced French L2 classes completed an interaction mindset questionnaire and two interactive writing…

Although a number of studies examined the use of social networking sites (SNSs) in academic writing instruction, these studies mainly revolve around social media centered on microblogging features. Despite living in a visually dominated world, the potential of visual social media such as Instagram whereby the textual, the visual and the social can…

This exploratory study aims to analyse the nature of peer feedback during a collaborative writing assignment, and to identify the possible effects of feedback on the revision of a text written by university students in a blended learning environment. Under analysis are two different graduate courses in academic writing, during which, over a period…

For postgraduate students and early career academics, the pressure to publish can be acute because gaining, and keeping, an academic job depends on producing publishable writing. As these pressures affect more scholars globally, there is increased demand for innovative pedagogies to support writers' development. In this study, students from a…

The role of grammar instruction within second-language writing instruction has been a subject of debate for several decades. Researchers have debated the necessity of grammar instruction, different methodologies of grammar instruction, and grammar instruction's effectiveness for second-language writing development. Despite research indicating the…

This dissertation reports on the evaluation of a computer-mediated collaborative animation description task, where synchronous corrective feedback (SCF) serves as the primary source for grammar learning. The evaluation was conducted in an English-as-a-Second-Language (ESL) writing program at a large research university in the United States. Using…

This article reports on a qualitative secondary data analysis of a study of upper elementary students' narrative writing progress in U.S. rural schools. It compares students working online in pairs with those working alone. We explain why the intervention had some positive effects for struggling writers but few effects for skilled writers. The…

This study investigated the effects of corrective feedback (CF) during in-class computer-mediated collaborative writing on grammatical accuracy in a new piece of individual writing. Forty-eight ESL students at an American university worked on two computer-mediated animation description tasks in pairs. The experimental group received indirect CF on…

Responding to the call for the contemplative teaching of writing initiated by O'Reilley (1993) and extended by Kirsch (2008; 2009), Kroll (2013), Kroll (2008), Wenger (2015), and Harrison (2012), among others, this article explores the theoretical considerations, practical components, challenges, and adaptability involved in teaching a…

This design-based research study explored how collaborative writing activities can be used in support of ELLs' writing development in the context of a culturally and linguistically diverse first-grade classroom. Using qualitative methods, I examined two focal ELL students' participation across four iterations of collaborative writing activities,…

The study investigated the interaction patterns of six ASEAN EFL university students when they worked in small groups on two collaborative writing tasks: a descriptive essay and an argumentative essay. Both groups were homogeneous in terms of gender and heterogeneous in terms of home countries. Data collection included pre- and posttest writing,…

The main purpose of this study was to analyze how effectively pair/group work writing activities in the currently in-use Grade 11 English textbook were structured or organized to promote CLL. To this end, the pair/group work writing activities were identified and analyzed based on the six basic elements of the CLL. Findings of the study show that…

The aim of this study was to explore the potential of Google Docs in facilitating and supporting pedagogical practices in a writing course at a large Saudi university. As a qualitative case study, the study was conducted among 10 EFL learners working in five pairs on article report writing over one academic semester. The instructor's observation…