Collaborative writing in face-to-face settings: A substantive and methodological review

Zhang, Meixiu; Plonsky, Luke

doi:10.1016/j.jslw.2020.100753

Cited by 49 publications

(29 citation statements)

References 67 publications

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“…For example, Plonsky and Gass (2011) addressed the issue of study quality in L2 research by surveying within the domain of L2 interaction. Other systematically reviewed domains include, for example, task-based learner language (Plonsky & Kim, 2016), learner corpus research (Paquot & Plonsky, 2017), and collaborative writing (Zhang & Plonsky, 2020). With regard to across-domain syntheses, Plonsky's (2013Plonsky's ( , 2014 influential studies investigated study quality of quantitative L2 research (K = 606) with a particular focus on (quasi-)experimental studies and provided recommendations to both primary and meta-researchers, journal editors, those training graduate students, grant-funding agencies, and the American Association for Applied Linguistics.…”

Section: Methodological Reform In Second Language Researchmentioning

confidence: 99%

Study and Scale Quality in Second Language Survey Research, 2009–2019: The Case of Anxiety and Motivation

Sudina

2021

Language Learning

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Research on anxiety and motivation in second language (L2) learning is proliferating. However, these two individual differences are commonly measured by self-report questionnaires, the psychometric properties of which have been questioned. Building on previous works on study quality, this methodological synthesis systematically describes and evaluates the state of study and scale quality in L2 anxiety and motivation research. A total of 104 peer-reviewed articles (113 independent samples) that used 340 L2 anxiety and motivation scales were coded for 84 features targeting: study, survey, and scale designs; participant demographics; scale validity and reliability; and reporting practices associated with transparency. The results show a number of strengths but also reveal multiple areas in need of methodological enhancement. The article concludes by highlighting areas that merit further investigation in the domain of L2 survey research and making recommendations for future studies. Keywords scale quality; study quality; research synthesis; survey research; quantitative research methodsMy sincere thank you goes to my mentor Dr. Luke Plonsky, whose guidance, inspiration, and encouragement made this work possible. I also wish to thank my editors, Drs. Emma Marsden and Scott Crossley, as well as the three anonymous reviewers, whose valuable comments have substantially improved the quality of this study. Finally, I would like to thank Kevin Hirschi for his help with data coding.

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Section: Methodological Reform In Second Language Researchmentioning

confidence: 99%

Study and Scale Quality in Second Language Survey Research, 2009–2019: The Case of Anxiety and Motivation

Sudina

2021

Language Learning

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“…The third strand of research addresses factors that mediated CW, including task factors (e.g., task type, task mode, language use) and learner factors (e.g., proficiency level, sociocultural backgrounds) (García Mayo, 2002;Kim & McDonough, 2011;Zhang & Plonsky, 2020). For example, Alegría la Colina and García Mayo (2007) looked into the effects of task types (form-focused tasks vs. meaningfocused tasks) on learners' attention to form in CW, while Fernández Dobao (2012) examined how group size influenced L2 written output and peer interaction.…”

Section: Current Status Of Scholarshipmentioning

confidence: 99%

“…Looking ahead, a more lucid description of choices for CALF measures and improved consistency across studies examining similar learner populations and task types/genres are in order. Moreover, this field can benefit from enhanced reporting of reliability estimates for the manual coding of L2 features, especially for features reported to have been overlooked in this respect, including syntactic complexity, accuracy, LREs, and revisions (Zhang & Plonsky, 2020;. Such improvement is necessitated to facilitate the meta-analytic synthesis of empirical investigations and boost the interpretability of research findings and research rigor in this promising area (Plonsky, 2013).…”

Section: Research Taskmentioning

confidence: 99%

Collaborative writing in L2 classrooms: A research agenda

Zhang

2021

Lang. Teach.

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Research on second language (L2) collaborative writing (CW) has proliferated over the recent decade and will continue to bloom due to the changing landscape of writing and learning in the digital age. This article provides a research agenda on CW in L2 classrooms. We illustrate six research themes for future research inquiry by pointing out the research gap, following a brief review of theoretical frameworks and existing empirical efforts on CW. We then expound on six specific research tasks that we deem to be pressing for this domain to progress, including more attention to multimodal CW, expanded frameworks for analyzing peer interaction and writing products, deployment of underused research techniques and improved research practice, development of CW assessment practice, as well as the inquiry of practitioners’ input on CW. We hope to provide guidance for future research endeavors by identifying avenues of investigations on CW and meanwhile contribute to the trajectory of vibrant research on L2 writing and language learning.

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“…Relatively few empirical longitudinal studies have examined how collaborative writing affects L2 learners, and there is a need for more classroom-based studies in this area (Storch, 2018) that implement a pre-/post-test design (Sato & Ballinger, 2016). As pointed out in Zhang and Plonsky (2020), most studies on collaborative writing have focused on pairs of students, paying little attention to small groups. In addition, such research in Saudi Arabia is scarce and has usually only targeted learner perceptions (e.g., Alkhalaf, 2020), tended to be of relatively short duration, or failed to use a theoretical framework (e.g., Alammar, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Collaborative Writing on EFL Learners’ Writing Development: A Longitudinal Classroom-Based Study in Saudi Arabia

Aldossary¹

2021

AWEJ

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No previous studies have employed sociocultural theory and the notion of collaborative dialogue to examine collaborative writing in Saudi Arabia, where students favor writing individually. Exploring this topic is significant because of the importance the Saudi education system places on learning English, especially at the university level. Therefore, this longitudinal classroom-based study tested how collaborative writing affected the development of university students learning English as a foreign language in Saudi Arabia. The 46 participants were evenly divided into a control group, who wrote essays individually, and an experimental group, who worked on essays in small groups. Both groups took a pre-test before the eight-week intervention and a post-test at the end. The experimental group also took an end-of-study questionnaire. Although both groups showed improvement, the experimental group improved significantly more on the post-test than the control group and expressed positive attitudes toward collaborative writing on the questionnaire. The study concludes with theoretical and pedagogical implications and recommendations for future research.

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Collaborative writing in face-to-face settings: A substantive and methodological review

Cited by 49 publications

References 67 publications

Study and Scale Quality in Second Language Survey Research, 2009–2019: The Case of Anxiety and Motivation

Study and Scale Quality in Second Language Survey Research, 2009–2019: The Case of Anxiety and Motivation

Collaborative writing in L2 classrooms: A research agenda

The Impact of Collaborative Writing on EFL Learners’ Writing Development: A Longitudinal Classroom-Based Study in Saudi Arabia

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