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L2 Collaborative Writing in Diverse Learning Contexts
Edited by Mimi Li and Meixiu Zhang
[Language Learning & Language Teaching 59] 2023
► pp. 12–31

Chapter 1
Sociocultural approaches to L2 digital collaborative writing

 | Texas Tech University
 | University of Maryland, Baltimore County (UMBC)
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.
Keywords: sociocultural theory (SCT), activity theory (AT), digital collaborative writing, digital tools
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
  • References
Published online: 17 August 2023
DOI logo
https://doi.org/10.1075/lllt.59.01elo
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