Collaborative Writing in L2 Contexts: Processes, Outcomes, and Future Directions

By N. Storch. Annual Review of Applied Linguistics, 2011

262 citations recorded by the source corpus.

Subfields: Communication, Developmental and Educational Psychology, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/aac12d31f34dfe8f703300c56ef46f1c73179a8c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Communication

1. Izaskun Villarreal
2. Nora Gil-Sarratea
3. Richard Donato
4. K. Davin

In Developmental and Educational Psychology

1. K. Davin
2. Izaskun Villarreal
3. Nora Gil-Sarratea
4. Richard Donato

In Literature and Literary Theory

1. Izaskun Villarreal
2. Nora Gil-Sarratea
3. Richard Donato
4. K. Davin

Citations in the corpus

• Student Collaboration and Teacher-Directed Classroom Dynamic Assessment: A Complementary Pairing (2013, background): “12 externalized form become an artifact that can be inspected, reflected upon, and explored (Storch, 2011).”
• The effect of collaborative writing in an EFL secondary setting (2019, background): “…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).”