Collaborative writing (CW) has received much attention in recent decades. To help elucidate
the existing scope of inquiry and guide future research efforts, this study presents a …

This study adopted a sequential explanatory mixed-methods approach and followed the
Vygotskian social-constructivist theory of learning to explore the impact of wiki-mediated …

The language learning potential of models, a form of written feedback consisting of native-
like texts that students compare with their original composition, has been under-represented …

Second language (L2) writing research has demonstrated that young learners discuss
linguistic issues, make use of feedback, and show a generally positive disposition toward …

A considerable body of research within the Socio-cultural theory (Lantolf & Appel, 1994)
examines how learners express their linguistic gaps verbally, or question their own or others' …

Task repetition (TR) is a valuable tool to direct learners' attention from meaning to language
form. The first time learners perform a task their focus is on conveying meaning, whereas …

Peer collaboration benefits second language (L2) learning and is a cornerstone of effective
classroom instruction. It is, therefore, essential for teachers to consider how tasks work to …

Pre-task planning has been shown to improve fluency and complexity in adult learners'
speech in monologic tasks. Previous work considered pre-task planning in interactive tasks …

Students' metalinguistic understanding of the written academic argument is important both to
increase writer independence and inform writing instruction. This article draws on a study …

The present study examined students' attention to linguistic forms during writing tasks and
compared individual and collaborative writing conditions. Furthermore, the ways students in …