Collaborative Writing in L2 Classrooms
By N. Storch. 2013
399 citations recorded by the source corpus.
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
Subfields: Developmental and Educational Psychology, Education, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/ef276a2cef7e6e9faac4450a399360f43b494477
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In Developmental and Educational Psychology
In Education
In Language and Linguistics
Citations in the corpus
- The Routledge Handbook of English for Academic Purposes (2016, neutral): “Further reading Benesch (2001); Pennycook (1999, 2010)”
- Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning (2020, background): “Collaborative tasks are generally in the format of ‘ an activity where there is a shared and negotiated decision-making process and shared responsibility for the production of a single text ’ (Storch, 2013, p. 3).”
- The effect of collaborative writing in an EFL secondary setting (2019, background): “…CW tasks have an advantage over other types of spoken tasks since their development forces students to produce written as well as spoken language (Storch, 2013), an additional opportunity that is particularly important in low-input contexts with few chances to use the FL language outside school…”