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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.
At last, a definitive treatment of collaborative writing in second language classrooms! Storch lays out compelling theoretical, empirical and pedagogical rationales for collaborative writing, convincing the reader of its positive impact on language learning. Aware of the challenges teachers face in implementing in-class and online (e.g. wikis) collaborative activities, she provides practical suggestions about task choice, and the collaborative relationships most conducive to language learning. She addresses both cognitive and social-emotive aspects of pair/group work, calling for longitudinal, qualitative research in diverse language learning contexts.
Neomy Storch is Senior Lecturer in Applied Linguistics and ESL, at the School of Languages and Linguistics, The University of Melbourne. Her research interests include second language writing, peer interaction, feedback on writing, writing development, and the use of the first language in second language learning. She has presented and published widely on these issues, and is co-editor of the Australian Review of Applied Linguistics.
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