Chapter 1
Sociocultural approaches to L2 digital collaborative
writing
Whereas collaborative writing is an established
approach to second language (L2) education, the use of this approach
in the L2 classroom has now been bolstered by the ubiquity of
digital tools. Sociocultural theory (SCT) and activity theory (AT),
both frameworks that inform digital collaborative writing,
conceptualize writing as a holistic activity in which several key
elements interact dynamically, including participants, tools, and
outcomes. This chapter explores the value of knowledge sharing,
meaning negotiation, scaffolding, mediation, intersubjectivity, and
action completion – all pivotal tenets in collaborative writing –
through these frameworks. It also illustrates critical issues (e.g.,
knowledge co-construction and interaction) and concludes by
acknowledging unexplored areas of research and instructional
practices that could further advance digital collaborative
writing.
Article outline
- Introduction
- Theoretical frameworks
- Sociocultural theory
- Activity theory
- Critical issues and topics
- Knowledge co-construction and interaction
- Action completion and writing outcomes
- Students’ perceptions
- Future research directions
-
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