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Part of
Writing and Language Learning: Advancing research agendas
Edited by Rosa M. Manchón
[Language Learning & Language Teaching 56] 2020
► pp. 281–308

Chapter 12
The meaning-making potential of collaborative L2 writing at tertiary level

 | University of Paderborn
This chapter reports on a longitudinal study on collaborative writing by advanced L2 university students. In an attempt to elucidate the language-learning potential of collaborative writing over one semester, a mixed-method, descriptive, exploratory study with students writing essays in digital environments individually (n = 11) and in pairs (n = 15) was designed. Data consisted of the audio recordings of dyadic interaction, surveys, and expository essays. Results provide evidence of dyads deliberating upon complex meaning-making decisions, indicate positive responses to collaborative writing, and suggest heterogeneous development of syntactic complexity features characteristic of academic writing between the groups. Findings will be discussed from the point of view of research and pedagogy.
Article outline
  • Introduction
  • Theoretical framework
    • Cognitive perspective
    • Sociocultural perspective
    • Functional perspective
  • The present study
    • Aims and research questions
  • Method
    • Research site
    • Research approach
    • Participants
    • Instruments
    • Audio recordings
    • Surveys
    • Expository essays
  • Data analysis procedures
    • Discourse analysis of dyadic interaction
    • Language-related episodes
    • Non-linguistic Episodes
    • Survey analysis
    • Corpus analysis of expository essays
  • Results and discussion
    • Collaborative L2 writing and meaning negotiations
    • Meaning negotiations
    • Content negotiations
    • Students’ perceptions of collaborative L2 writing
    • Quantitative survey results
    • Qualitative survey results
    • Collaborative L2 writing and syntactic complexity development
  • Conclusion and implications
  • Notes
  • References
  • Appendix
Published online: 20 November 2020
DOI logo
https://doi.org/10.1075/lllt.56.12sal
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