In this first book-length treatment of collaborative writing in second language (L2) classrooms, Neomy Storch provides a theoretical, pedagogical and empirical rationale for the use of collaborative writing activities in L2 classes, as well as some guidelines about how to best implement such activities in both face-to-face and online mode. The book discusses factors that may impact on the nature and outcomes of collaborative writing, and examines the beliefs about language learning that underpin learners’ and teachers’ attitudes towards pair and group work. The book critically reviews the available body of research on collaborative writing and identifies future research directions, thereby encouraging researchers to continue investigating collaborative writing activities.
Table of Content
Preface
Chapter 1: Introduction
Chapter 2: Theoretical and Pedagogical Rationale for Collaborative L2 Writing
Chapter 3: Collaborative Writing: L2 Learning and Practice Opportunities
Chapter 4: Factors Affecting Languaging in Collaborative Writing
Chapter 5: Collaborative Writing and Language Learning
Chapter 6: Learners’ Perspectives of Collaborative Writing
Chapter 7: Computer Mediated Collaborative Writing
Chapter 8: Conclusion: Pedagogical Implications and Research Directions
About the author
Neomy Storch is Senior Lecturer in Applied Linguistics and ESL at the School of Languages and Linguistics, The University of Melbourne, Australia. Her research interests include second language learning and teaching, second language writing, collaborative writing, L2 writing development, written corrective feedback from a sociocultural perspective, peer interaction and the development of authorial identity in graduate writing.
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