Collaborative writing: Product, process, and students’ reflections

By N. Storch. 2005

1,080 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/9dc3919dd18cb89d481655f95e1889593b9bf0d4

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In Developmental and Educational Psychology

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Citations in the corpus

Developing collaborative autonomous learning abilities in computer mediated language learning: attention to meaning among students in wiki space (2010, background): “Research into collaborative writing suggests that collaboration contributes to increased complexity in writing (Sotillo, 2000) and higher quality of writing (Storch, 2005) and can also be a source of student motivation (Kowal & Swain, 1994; Swain & Lapkin, 1998).”
Student-initiated attention to form in wiki-based collaborative writing (2009, background): “Researchers have found that collaborative writing contributes to an increased complexity in writing and willingness to utilize peer feedback (Sotillo, 2002) as well as increased grammatical accuracy and overall quality of writing (Storch, 2005).”
Collaborative writing: fostering foreign language and writing conventions development (2010, background): “The value of collaborative writing as a means to develop the linguistic and writing conventions of a second language has also been underpinned from a sociocultural perspective (Storch, 2005; Villamil & de Guerrero 1996, 1998).”
Collaborative writing among second language learners in academic web-based projects (2012, methodology): “Yet, more research is needed on the nature and process of collaborative writing and learners' perceptions of the collaborative writing process (Storch, 2005).”
The effect of instruction type and dyadic or individual emulation on the quality of higher-order peer feedback in EFL (2010, neutral): “The benefits of social interaction for strategy instruction and procedural facilitation are similar to the advantages of collaboration for writing (Storch, 2005) and revision (Boscolo & Ascorti, 2004).”
Self-efficacy, task values and growth mindset: what has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context? (2020, positive): “For example, Storch (2005) found that jointly written texts were shorter but better than individual work in terms of grammatical accuracy, complexity and content.”
Pair versus individual writing: Effects on fluency, complexity and accuracy (2009, background): “However, as a result of previous research which has shown that pairs take longer to complete tasks than individuals (Storch, 2005), the pairs and individuals were allocated a different amount of time.”
Collaborative Writing in L2 Contexts: Processes, Outcomes, and Future Directions (2011, methodology): “The texts produced were compared using only quantitative measures, similar to the measures used in the Storch (2005) study.”
Investigating learners’ use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom (2010, result): “…the facilitative role of L1 also indicates the impact of learners’ limited ESL/EFL proficiency on the use of peer feedback, as suggested in other empirical studies (W. Cheng & Warren, 2005; Liu & Sadler, 2003; Mangelsdorf & Schlumberger, 1992; Nelson & Murphy, 1992; Oscarson, 1997; Storch, 2005).”
Critical Argument and Writer Identity: Social Constructivism as a Theoretical Framework for EFL Academic Writing (2014, background): “This section refers to four recent studies showing a range of applications of social constructivism, including scaffolding (Cotterall & Cohen, 2003), collaborative writing (Storch, 2005), identity construction (Abasi, Akbari, & Graves, 2006), and intercultural learning experiences (Hung & Hyun, 2010”
Student Collaboration and Teacher-Directed Classroom Dynamic Assessment: A Complementary Pairing (2013, background): “Collaborative writing has garnered attention with L2 acquisition researchers working within the sociocultural theory (Foster, 2005; Leeser, 2004; Storch, 2001, 2005, 2011) because as talk is vocalized, its externalized form become an artifact that can be inspected, reflected upon, and explored…”
The effect of collaborative writing in an EFL secondary setting (2019, methodology): “…suggested that collaborative written tasks such as dictoglosses, text reconstruction tasks, or jointly written essays afford language learning opportunities for university L2 (see Storch, 2005, 2011) and FL students alike (e.g. Azkarai & García Mayo, 2015; Fernández Dobao, 2012; Shehadeh, 2011).”
Integrating the 4Cs into EFL Integrated Skills Learning (2020, background): “Yet, various studies (Storch, 2005; Othman & Murad, 2015) reported that although students agreed”
CoAuthor: Designing a Human-AI Collaborative Writing Dataset for Exploring Language Model Capabilities (2022, background): “2For example, a human writing collaborator can enhance the fuency and the sense of audience in the writing (contribution at a text production level) [6, 53], can expand the pool of knowledge and ideas (ideation and thinking) [19], can better harness the socialization opportunity with the discourse c”
Collaborative and individual output tasks and their effects on learning English phrasal verbs (2010, background): “Storch (2005) for example, examined the effectiveness of collaborative pair work when students produced a written text either in pairs or individually.”
Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work (2012, methodology): “The lack of significant differences in complexity between collaborative and individual writing had already been observed in previous research comparing pair and individual work (Storch, 2005; Storch & Wigglesworth, 2007; Wigglesworth & Storch, 2009).”