Language regulation in collaborative student writing: a case study

Abstract

The article provides a micro-analytical perspective on processes of collaborative writing among university students at an international BA programme in Denmark, investigating the extent to which language regulation takes place as part of the students' joint writing activities and exploring the language ideological underpinnings of such regulatory practices. Four overall analytical observations are made concerning the practices of the group: 1) Writing is a multilingual process; 2) Written products are monolingual; 3) Language regulation rarely concerns form; 4) Getting the message across is key. These findings are discussed in relation to existing findings in the literature and related to the topic of university language policy.The article provides a micro-analytical perspective on processes of collaborative writing among university students at an international BA programme in Denmark, investigating the extent to which language regulation takes place as part of the students' joint writing activities and exploring the language ideological underpinnings of such regulatory practices. Four overall analytical observations are made concerning the practices of the group: 1) Writing is a multilingual process; 2) Written products are monolingual; 3)Language regulation rarely concerns form; 4) Getting the message across is key. These findings are discussed in relation to existing findings in the literature and related to the topic of university language policy.

Students� attitudes and behaviors in collaborative writing: A case in an Indonesian secondary school

“…Language teachers are forced to provide their students chances for practicing their collaborative and critical thinking through short story collaborative writing instruction. (Chen & Yu, 2019;Mortensen, 2019).…”

“…Overall, collaborative writing promotes positive writing attitudes and behaviors. This positive advancement contributes for the 21 st century capacity (Chen & Yu, 2019;Mortensen, 2019). During short story writing, students works collaboratively and show active participation, productive contribution in writing, flexible and compromised argumentation, good writing management, and respectful behaviors.…”

Language Regulatory Practices in the Esl Classroom: An Analysis of Lessons in Some Public Senior High Schools in Ghana

“…She was able to regulate her own language after her attention is indirectly brought to the possible error. This brief exchange, as noted by Mortensen (2018), amounts to a clear example of language regulation, in this case, self-repair.…”