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Inspired by Rebecca Oxford's thought-provoking reflections on language learning strategies, and particularly her orchestra metaphor on how the strategies work together, I conducted a study that seeks to understand how non-native writers employ, configure, sequence and combine individual writing strategies when creating a text in the target language. Four dyads of undergraduate students of English were video-recorded while jointly writing an argumentative essay. The transcripts were analyzed using a general inductive approach to uncover writing strategies emerging in the writing process and to explore how individual strategies are coordinated in task completion. The most important finding is that writers do not randomly sequence the strategies, but they orchestrate them to attain the desired goal. Metaphorically, learners combine writing strategies into 'symphonies of strategies', mirroring the way different instruments of an orchestra create music.

Collaborative writing is considered to be one of the most important approaches in the second language classroom. This paper explored the effects of practicing collaborative writing in Omani classrooms for eight teaching hours, analyzed six pairs' dialogues and, interviewed four students and their teacher. Significant immediate effects were established and an insight into students' attitudes and problems was identified. From the research, two main findings emerge; first, the immediate effects included signs of noticing and transfer of knowledge; an increase in motivation; critical reading and sharing knowledge through discussion; and second, positive attitudes of students towards collaborative writing were found. Therefore, this research recommends that Omani students require collaborative writing in the classroom and they need to be trained in it.

In this paper, we examine 4- and 5-year-old Anishinaabek children's text creation and identity (re)formations while involved in collaborative writing with their Anishinaabek teacher about the moose hunting practices of their northern community. The teacher took on a role as an emergent writer alongside the children, voicing her memories of moose hunting with family members and her thinking as she drew pictures and used the marks, letter-like forms, and letters that her students used to create the collaborative text. Inductive analysis of talk and nonverbal communication in the video recordings of the teacher's interactions with the children, as well as analysis of the collaboratively created text and the children's independent texts, shows that the teacher created spaces for children to learn Anishinaabek cultural knowledge alongside literacy skills and knowledge.

The aim of the study is to investigate the effect of story writing on the story writing skills of primary school students with the collaborative story map method. This quantitative study has a quasi-experimental design with a pretest-posttest comparison group. The study group consists of 131 primary school 2nd-grade students, 60 boys and 71 girls. There are two experimental groups and one control group in the study. The study lasted 12 weeks and 2 class hours per week. In the collaborative story map writing group, story writing was practiced with a collaborative story map. In the individual story map writing group, story writing work according to the individual story map. In the control group, a free story writing activity was conducted. The data were collected through the Story Grammar Elements Rating Scale. T-Test and ANOVA were used to analyze the data. In conclusion, writing stories with primary school students in the method of collaborative mapping and individual story mapping improves students' story writing skills. However, there is no difference between preparing a story map collaboratively or individually in terms of story writing skills.

Students are required to master effective sentences to support their writing skills. However, students often struggle with comprehending and constructing effective sentences due to their limited proficiency and competence. This research examines the comprehension of effective sentences through grammaticality judgment tests and its implications for writing instruction. This research employs mixed methods. Two hundred three first-semester students from Universitas Muhammadiyah Malang were selected for research using purposive sampling. Data was collected using grammaticality judgment tests and semi-structured interviews. Data analysis was carried out quantitatively using the Mann-Whitney U Test and qualitatively to describe patterns of findings. The results showed that 57% of students comprehended quite well, and 25% comprehended. Learners' comprehension of effective sentences is predominantly concerned with language efficiency rather than grammatical structure and lack of explicit linguistic knowledge. Effective sentences, especially parallelism, clarity, and explicit linguistic knowledge, are partially understood. The Mann-Whitney U Test shows that first- and second-language students comprehend effective sentences identically. Furthermore, male and female learners are dissimilar in their ability to comprehend effective sentences. Writing learning can emphasise mastery of effective sentences, explicit language knowledge, and collaborative writing based on language acquisition order and student gender. These findings can be applied to writing instruction by improving students' mastery of effective sentences in collaborative writing.

This study focused on investigating common writing errors made by a group of Thai students who participated in online collaborative writing using Google Docs, and understanding their satisfaction and attitudes on this writing approach. The participants consisted 32 Thai first-year English major students who were purposively selected from their Writing I course. The researcher collected and analyzed eight argumentative pieces of writing, identifying a total of 484 errors. The most frequently occurring error areas were incomplete sentences (15.75%), spelling mistakes (13.50%), and word choice issues (12.25%), with grammatical errors being the most prevalent (72%). Following grammatical errors were lexical (12%) and mechanical errors (4%). To gauge students' satisfactions and attitudes, a questionnaire and semi-structured interviews were employed. The findings revealed that the students were highly satisfied with online collaborative writing with an average satisfaction score of 3.50. Overall, the students exhibited a positive attitude towards online collaborative writing, finding it useful due to its flexibility in terms of allowing them to work from anywhere at any time and for its ability to boost their motivation. The study's findings provide valuable insights for English teaching professionals in Thailand to consider when instructing students in writing.

A variety of epistemic practices and norms influence how knowledge and understanding are advanced in academia. Co-authorship practices and norms, the focus of this paper, have implications for the epistemic resources that are brought into individual scholarly works and how the resources are distributed among networks over time. Although co-authorship is widely accepted in social scientific research in education, single authorship has remained predominant in philosophy of education. This paper is part of a project exploring co-authorship practices and norms in philosophy and, in particular, philosophy of education. We aim to develop an empirical understanding of co-authorship trends in four primary philosophy of education journals in the United States and Canada. We examine the frequency of co-authorship in these outlets over the last two decades, the participants in co-authored projects, and the philosophical topics that are being explored through co-authorship. Our findings indicate that these venues are publishing co-authored works with increasing frequency and that most co-authorship is happening among faculty collaborators and among scholars who share common disciplinary backgrounds. The observed increase in the practice of co-authorship in these philosophy of education journals points to the significance of exploring it in greater depth, including giving attention to questions of ethics and epistemology that co-authorship raises, as well as to comparative analyses of trends around the world.

The aim of the research was to verify whether the techno-pedagogical design based on flipped learning and collaborative writing (TPD-FLACW) improves the level of academic essay production in university students. The research approach was quantitative, explanatory-experimental, and quasi-experimental in design. The sample consisted of 109 students enrolled in the faculty of engineering of a university in Tacna. In the experimental group (A=40) TPD-FLACW was implemented and in the control groups traditional individual writing (B=29) and traditional team writing (C=40) were applied. TPD-FLACW was validated by 16 expert judges (CVCtc=0.934, k=0.392, p=0.000) and applied between September and December 2022-II. A rubric was used to assess the pretest and posttest. The results indicate that in the pretest there were no significant differences between the three groups (H=0.286; p>0.05), but in the posttest, the experimental group obtained a high and significant improvement in the level of academic essay production (H=24.863, p<0.05, [epsilon][superscript 2]>0.200) in comparison with groups B and C. There are also significant differences in the dimensions of superstructure, macrostructure, microstructure and textual stylistics. The students rate the proposal positively and recommend it. In conclusion, TPD-FLACW improves the level of academic essay production of university student.

While environmental education has been present in the field of education for decades now, only recently our particular subject areas of science and geography have started to pay more critical attention to specific concerns surrounding the intersection of environmental issues and social justice (also known as environmental justice) within the context of formal secondary education, including in secondary teacher education programmes. Drawing on scholarship, policy landscapes and socio-environmental concerns from both the global South and the global North, and on a methodological approach based on transnational collective reflection and collaborative-dialogic writing, in this article we delve into our different cultural, geographical and disciplinary contexts, views and experiences as four teacher educators from Brazil and England who have been working at this intersection between environmental justice and Science and Geography teacher education programmes for secondary formal education. Here we will argue that environmental justice needs to have a central role in such teacher education programmes if we aim to support young people and their teachers in navigating the spatially diverse and unequal impacts of environmental emergencies in global North and South communities. We also consider future directions for research and collaboration across national and disciplinary boundaries within the landscape of environmental education for environmental justice, reflecting on the future of teacher education across the global North and the global South when facing more frequent and severe environmental emergencies.

Multimodal learning analytics (MMLA) research has made significant progress in modelling collaboration quality for the purpose of understanding collaboration behaviour and building automated collaboration estimation models. Deploying these automated models in authentic classroom scenarios, however, remains a challenge. This paper presents findings from an evaluation of collaboration quality estimation models. We collected audio, video and log data from two different Estonian schools. These data were used in different combinations to build collaboration estimation models and then assessed across different subjects, different types of activities (collaborative-writing, group-discussion) and different schools. Our results suggest that the automated collaboration model can generalize to the context of different schools but with a 25% degradation in balanced accuracy (from 82% to 57%). Moreover, the results also indicate that multimodality brings more performance improvement in the case of group-discussion-based activities than collaborative-writing-based activities. Further, our results suggest that the video data could be an alternative for understanding collaboration in authentic settings where higher-quality audio data cannot be collected due to contextual factors. The findings have implications for building automated collaboration estimation systems to assist teachers with monitoring their collaborative classrooms.

This paper has investigated the importance of explicit instruction and collaborative writing on (a) argumentative writing performance and (b) self-efficacy for writing of secondary school students. This intervention study additionally aimed to evaluate the effectiveness of alternating between individual and collaborative writing throughout the writing process (planning collaboratively, writing individually, revising collaboratively, and rewriting individually). A cluster randomized control trial (CRT) design was opted for. To investigate the effect of the intervention on secondary school students' writing performance and self-efficacy for writing, multilevel analyses were performed. It was found that the presence of explicit instruction in combination with collaborative writing is positively related to argumentative writing performance and self-efficacy for writing. Alternating between individual and collaborative writing was not significantly different from collaborating throughout all phases of the writing process. More in-depth research into the quality of collaboration is, however, needed to gain insight into the interaction processes and writing processes that take place during collaborative writing.

This study aims to enhance second language (L2) learners' motivation and facilitate successful L2 learning by using motivational languaging, an intervention that encourages learners to reflect on, and externalize, their L2-speaking, competent future self-concepts by writing or speaking about them. Two types of effective languaging activities were developed: individual and group writing. Participants were 264 Grade 10 high school students, divided into three groups: one control group and two experimental groups. Using activity workbooks, the first experimental group engaged in 'individual writing' guided by a series of questions in their workbooks (e.g. reasons for learning English and their ideal images of using English). The second experimental group carried out 'group writing', including group discussions and writing of group members' opinions. The activities were conducted in the participants' first language, Korean, for 30-40 minutes once a week for six weeks. The results indicated, in the two experimental groups, that the participants' L2 learning motivation was enhanced, including the ideal L2 self. When observing the changes in the influence of motivation on motivated L2 learning behavior and English proficiency, meaningful increases were only found in the individual writing group, with the ideal L2 self showing more powerful impact on the two criterion measures after the activities.

Isolation is a consideration for many writers and is a term that has become synonymous with the pandemic. Perhaps this explains why the focus for much practice and research on writing development from a learning development and academic literacies context has traditionally focussed upon in-person support. Digital writing practices offer alternatives to in-person support and opportunities to address writers' feelings of isolation. The research question for this case study is, therefore; to what extent have changes in writing development through the pandemic refocussed how we engage students in community-focussed digital writing practices, in a learning development and academic literacies context? This case study seeks to answer this question by critically reflecting on the University of Manchester Library's 'My Learning Essentials' approach to digital writing during COVID-19 isolation. During this period, the team launched a range of community-based digital writing development initiatives. These include the peer-led Writing Together workshops and innovative uses of shared Digital Notebooks in embedded writing workshops when teaching within the curricula. Community-based digital writing development has enhanced My Learning Essentials' existing pedagogic principles of peer-learning and student-centred active learning. The 'What-So What-What Next' framework of critical reflection will be used to analyse what worked, what did not work and what we learned in delivering these digital writing initiatives. This case study will provide practise-based suggestions and implications for writing workshop pedagogy in the age of COVID-19 and beyond, that will be of interest to learning developers, academic skills tutors and other teachers of academic writing, as well as practitioners of digital writing more generally.

The COVID-19 pandemic has accelerated the digital transformation of higher education worldwide. It also has facilitated digital writing in remote classrooms and beyond. During lockdowns, digital writing has become a constant way of communication in our lives. The research examines the COVID-19 pandemic impact on digital writing transformation in higher education. It also assumes the dependence of writing modes on distance learning types. Empirical evidence gathered through quantitative and qualitative research methods involves higher education teachers and students surveyed in a Ukrainian university to understand their perceptions and experience of writing online during the Coronavirus lockdowns in 2020-22. The research results reveal trends in transforming writing modes (traditional vs digital), writing conditions, and educational technology. Furthermore, the research shows that the higher education transition to digital format during the COVID-19 pandemic has encouraged the digitalisation of writing, and even new modes of collaboration through digital writing. They include detailed description and visualisation of interactive learning activities with additional ICT tools that can optimise the educational process. The findings and guidelines can contribute to studying digital writing in higher education during and post-pandemic.

Collaborative worldbuilding is an ideal digital writing project for promoting critical thinking about contemporary issues, developing and applying disciplinary expertise writing transfer, and building digital literacies. In the context of the global COVID-19 pandemic where the student experience was characterised by isolation, collaborative worldbuilding also offered a powerful means of building solidarity and community. This paper presents a case study of using collaborative worldbuilding for gaming to achieve key digital writing learning outcomes. The case study shows how this innovative pedagogical approach can be mapped to two key frameworks for information and digital literacies: the Digital Competence Framework for Citizens and the Framework for Information Literacy in Higher Education of the Association of College and Research Libraries. The case study also illustrates how a MediaWiki installation can be used for worldbuilding and as a means of critically introducing students to Wikipedia itself. Qualitative feedback from the students shows that the class achieved its key learning outcomes. More importantly, student engagement during the class and their feedback ascertains that collaborative worldbuilding is a powerful means of building connections and empathy between students in the context of isolation, amid a global pandemic.

This study aims to examine the effects of the collaborative process writing approach on Thai EFL secondary school students' writing skills and investigate their attitudes towards the use of the collaborative process writing approach to developing their writing skills. The participants were sixty-two students studying at a Thai secondary school. This study employed a mixed methods research design. The research involves quantitative and qualitative methods of data collection. Research instruments were (1) the pretest and posttest, (2) questionnaires, and (3) the focus group interview. The results showed that collaborative writing can improve students' writing skills as the scores from the posttest were significantly higher than those of the pretest. Moreover, students had positive attitudes towards collaborative writing as they could share various ideas and help one another develop their written tasks. The results from the interview also showed that the writing process could be a guideline for making a good paragraph in terms of organization, coherence, and accuracy.

Task-based language teaching (TBLT) is one of the most effective approaches to language teaching. Teachers should provide students with task-based activities which will motivate students to learn. Task-based writing instruction provides educators with effective ways to integrate social and emotional skills with writing skills. The contemporary philosophy of teaching English as a Foreign Language (EFL) encourages collaboration, participation, and engagement. Teachers who advocate collaboration embrace conflicting opinions, strategies, and inquiries constructively while promoting the development of leadership and interpersonal skills. A collaborative educational setting provides tools and techniques that facilitate the interaction of the students with teachers, fellow students, and eventually society. Accordingly, teachers of all disciplines, particularly EFL teachers, must create a collaborative environment that is free of fear to enable the students to develop their skills and abilities. One of the important writing problems faced by second-language (L2) learners is the lack of self-efficacy and epistemic beliefs. The widespread use of task-based writing in EFL classes, as well as the growing interest in the role of self-efficacy and epistemic beliefs, beg the question of whether or not such an approach to writing instruction contributes to the learners' self-efficacy, epistemic belief, and eventually their sense of identity and confidence. This study aimed to address this concern. To the best knowledge of the researcher, few, if any, studies have been conducted on the effect of task-based writing instruction on EFL learners' self-efficacy and epistemic beliefs. Accordingly, this study aimed to address this gap by investigating the mentioned effect on the Iranian Intermediate EFL learners.

This study explored university students' attitudes towards wiki-based collaborative writing tasks and their perceptions of the effects of these tasks on their writing development in an EFL (English as a Foreign Language) context in Turkey. A total of 40 university students participated in wiki-based collaborative writing tasks. Wiki-based collaborative writing tasks enabled students to collaborate with their peers wherever or whenever they wanted, negotiate with each other, give and receive feedback, and take responsibility during the process of writing. Qualitative and quantitative data were collected during this 5-week intervention. This included two questionnaires and semi-structured interviews. Descriptive analysis and qualitative content analysis were used to analyse the data. The results indicate that the students considered wiki-based writing activities motivating, innovative and effective in their writing development in English. The research findings are discussed in terms of their implications for foreign language writing.

The present study investigates the effects of online collaborative writing instruction combined with metacognitive guidance on students' writing performance in German as a foreign language and their metacognitive awareness. For this purpose, a total of 90 students are randomly and equally divided into three groups: group with online collaborative writing instruction combined with metacognitive guidance (on-CWI+MG), group with face-to-face collaborative writing instruction combined with metacognitive guidance (f2f-CWI+MG) and group with in-class individual writing activities without metacognitive guidance (i-WRITE). Results revealed that the on-CWI+MG group showed the best writing performance and there was a complex interaction with the f2f-CWI+MG group in terms of metacognitive awareness. Moreover, the two basic levels of metacognitive awareness, knowledge about cognition and regulation of cognition, had a predictive effect on writing performance, with knowledge about cognition having a larger effect. Relevant implications for better understanding online collaborative writing instruction combined with metacognitive guidance are discussed.

The objective of this study was to identify university student profiles with different levels of predisposition and usage of digital competences in social communication and collaborative learning (CSCCL) as well as technology use in information search and treatment (CSTI). The sample comprised 383 students from three state universities in Spain. The study employed a questionnaire called "basic digital competences 2.0 in university students" (COBADI). Chi-squared automatic interaction detection (CHAID) algorithm was used for data analysis due to its capability to handle both quantitative and qualitative variables, enabling profiling and the generation of predictive models with easily interpretable graphical representations (decision trees). The results revealed a high level of digital competence in socialization and execution of tasks online, managing digital tools for planning study time, and using resources for information searching and browsing. These findings align with previous works on collaborative writing on the Internet and digital competence. However, students demonstrated low digital competence in data analysis processes and image production using social software apps, which has been linked to task complexity and heavy workload in other studies. Interestingly, the students' sociodemographic characteristics (age, sex, and university attended) did not influence their predisposition towards the analyzed digital competences. In conclusion, enhancing effective digital teaching in higher education can be achieved by incorporating the teaching of critical analysis of information, addressing information overload, providing instruction on social software apps, and emphasizing collaborative learning. These strategies aim to help students acquire and apply knowledge relevant to the current job market.

The aim of this study was to identify process-related indicators for grading group essays. The research participants were students registered in a teacher-training course using an instructional design with face-to-face and digital blended learning. The course required the students in small collaborative groups to design, implement, and evaluate a teaching program using creative pedagogical designs, which were documented using group essays. Four indicators relating to group essays along the course process were collected: (A) group essay grades assessed by different agents, (B) students' other course grades or behaviours (i.e., multiple assessments) as well as (C) comment behaviours and (D) version history behaviours through an online co-editing system (i.e., Google Docs). Statistical analysis results indicated that the instructor's group essay grades were related to the group essay grades assessed by out-group peers (i.e. peers from other groups), online group comment frequencies, and online group comment interaction density.

Second language (L2) research suggests that synchronous written corrective feedback (SWCF) in online collaborative writing tasks can help improve L2 linguistic knowledge and writing skills. Following the rise of online collaborative writing in the wake of the COVID-19 pandemic, this exploratory study examines L2 learners' perceptions of receiving SWCF during collaborative writing tasks completed on an online text-editing platform (Google Docs) and mediated by videoconferencing (Zoom). Adult learners (N = 46) enrolled in advanced online French as a Second Language courses took part in two collaborative writing tasks, during which their teachers (N = 3) provided SWCF. Learners' screen activity was recorded. After the experiment, a perception survey was distributed and selected participants took part in semi-structured interviews to further discuss their experience. Results indicate that learners viewed the provision of SWCF through computer-mediated communication as an effective way to improve their L2 writing compared to traditional, delayed written feedback. Pedagogical implications for the implementation of videoconferenced collaborative writing tasks involving teacher SWCF are discussed.

Writing is an important part of creative thinking as it is the reflection of a person's thoughts and reasoning. The aim with this study was to create a comprehensive and effective educational model that combines the teaching and practice of writing as a process and creative writing in a collaborative environment in the education of prospective language teachers. The study was designed with the convergent mixed method design. Quantitative data were obtained from the scoring of the first and final texts that the students were asked to write as part of the action plan implemented to improve the students' writing skills. Qualitative data consisted of the opinions of the participating students and the observations of the teachers who implemented the model. Through the aggregated analyses of these 2 types of data, the effect of the 4 + 1 planned writing and evaluation model (PWEM) on developing students' writing skills was determined. The results indicate that the model was useful, functional and improved the participating prospective language teachers' creative and process writing skills. The model enabled inexperienced writers to acquire metacognitive strategies, self-regulation, and self-efficacy that they would need in the writing process. This was supported by the opinions of the participating students and the observations of the teachers who implemented the model. The model may be used with any student population to help them to become self-sufficient in writing.

In the study reported on here I investigated how teachers used available information and communications technology (ICT) resources to transform teaching and learning in the Bojanala district in the Northwest province of South Africa. The Technological Pedagogical Content Knowledge (TPACK) framework enabled understanding of how the use of available ICT resources transforms teaching and learning. I adopted a qualitative, multiple case study research design which was grounded in the interpretive paradigm. Eight teachers were purposefully sampled -- 6 men and 2 women. Semi-structured interviews, non-participant observation and document analysis were the data collection strategies. Data analysis was done according to Creswell's 4 pillars of data analysis. Ethics was maintained using voluntary participation, informed consent, confidentiality, and anonymity. The results reveal limited use of ICT resources to transform teaching. It is recommended that ongoing, inservice training on using ICT resources should be done to assist teachers to transform their lesson delivery. Again, schools should be provided with ICT policies to guide them on how to transform teaching using ICT resources.

Despite the plethora of research on computer-supported collaborative writing, previous studies have failed to provide an adequate analysis of the quality and quantity of multi-authored texts due to the vast amount of unstructured data. This study aims to expand the current research by contributing new perspectives to the understanding of students' collaborative writing interactions and strategies. Nineteen EFL learners, divided into five groups, were asked to collaboratively write a literature review on a selected research topic using Google Docs. The qualitative and quantitative analysis of the data, supported by text mining using DocuViz, revealed that the groups demonstrated patterns of interactions along the continuum of equality and mutuality. However, due to the nature of the required task, groups with the same collaborative interaction patterns exhibited some writing strategy variations. Text visualization analysis further revealed that the groups adopted more than one writing strategy to complete the task. They tended to start with an outline in which the task was divided, and students worked either in parallel or sequentially. This was followed by cooperative revisions or a synchronous hands-on style before the task's due date. By using multiple data analyses, this study distinguishes between interaction patterns and writing strategies, two concepts previously used interchangeably. Methodological and pedagogical implications are also presented.

The purpose of this study was to investigate the possible effects of conducting regular collaborative activities via Google Docs on English academic writing skills. Utilising a mixed methods design, this study was conducted with 24 Vietnamese high school students who participated in a fully online English as a foreign language (EFL) course in academic writing. The pre- and post-test results indicated that the students' overall academic writing skills were significantly improved over the course. Regarding individual aspects of academic writing, there were significant improvements in the areas of task response and lexical resources, while the areas of cohesion and coherence and grammatical range and accuracy did not witness significant improvements. Further analysis of semi-structured interviews with these students revealed that they valued the usefulness of Google Docs-based collaboration in enhancing their English academic writing skills, however they held mixed opinions about the enjoyment of collaborating on the platform. This study also revealed a number of challenges experienced by this group of students when they used Google Docs in online collaboration. Implications and suggestions for future studies are discussed.

The present study (n = 357) investigates the effects of collaborative note-taking behaviors on learning performance and note quality. To conceptualize collaborative note-taking, the present study introduces the collaborative encoding-storage paradigm, where collaborative writing behaviors are viewed as types of collaborative encoding and the completeness or comprehensiveness of the notes is viewed as a measure of storage. The following collaborative behaviors were analyzed: volume of words written, edits of others' writing, frequency of writing sessions, and turn-taking. Storage was evaluated by measuring the completeness of the notes the groups produced. Given the complex nature of the data, with individuals nested within groups, we used a two-level correlation analysis to identify correlations among variables. Between-person analysis suggested that volume of words, edits of others, and turn-taking behaviors were all positively associated with learning performance. Between-groups analysis suggested that volume of words and frequency of writing sessions were associated with the completeness of group notes. Overall, the results demonstrate meaningful relationships between the frequency of collaborative encoding behaviors and learning outcomes, showing differences in the impact that encoding and storage behaviors have on learner performance and suggesting the effectiveness of collaboration varies depending on variables investigated as well as the level of analysis.

This study examines the effectiveness of classroom-based student writing tutors with discipline-specific backgrounds as adjunct collaborators in supporting non-native English-speaking writing teachers in the disciplines. In this qualitative study, the participants' perceptions of this collaborative instructional model were evaluated through a thematic analysis of semi-structured interviews with the participating students, in-class writing tutors, and writing instructors from two discipline-specific writing courses. The findings highlighted the perceived benefits of this collaborative teaching with discipline-specific tutors and their involvement as the "pedagogical bridge" to overcome language teachers' insufficiency of disciplinary content knowledge. The findings also pointed to pedagogical challenges concerning writing variations within the same discipline and students' need for linguistic knowledge rather than discipline-specific content knowledge. Based on these findings, this study concludes with a discussion of the pedagogical implications for the effective training of discipline-based tutor collaboration and the future implementation of discipline-based writing curricula across disciplines.

Student engagement as an important predictor of peer interaction and academic achievement has received considerable attention in second language classes. Despite its significance, how study groups engage in online writing activities in collaborative learning settings remains underexplored. To fill this gap, the present study explored how a group of four engaged in an 8-week computer-mediated collaborative writing (CMCW) project in a Chinese university English as a foreign language (EFL) context. Data were collected from multiple sources such as a pre-survey, audio-recorded discussions, and retrospective interviews. Findings identify three developmental periods of group engagement through task completion, namely breaking-in, growth, and proficiency periods. During each period, the four dimensions of group engagement (i.e., behavioral, cognitive, emotional, and social engagement) were ongoing and salient to varying extents and mutually influenced among the participants. Also, the learners utilized certain collaborative strategies to promote meaning negotiation and care for the quality of interactions. The study highlights the great potential of CMCW to form a sociocognitive learning community where the students can actively engage in learning, construct new knowledge, and promote language skills through not only cognitive processing but also mutual interaction between peers and instructors.

In this paper, we take an ecological view of children's development to argue that preventive interventions should move beyond separating the microsystems of school and home to create new intergenerational spaces for nurturing mental wellbeing. Using the 5A's theory of creativity, we draw upon our experiences of creative writing to explore how intergenerational spaces that facilitate co-creating creative writing between parents and carers and their children as actors develop reflective functioning, secure attachment and promote positive mental health. This original idea is explored further with experts from diverse landscapes of practice through a World Café and focus group discussion. Thematic analysis of these discussions conceptualises intergenerational spaces as complex, contradictory and dynamic: addressing potential barriers to actor participation caused by the microsystems of school and home; creating emotional and physical security; being underpinned by pedagogical freedom and structure; involving the writing of different artefacts for competing audiences. For those, including schools, looking beyond performativity and neoliberalism to promote positive mental health in more holistic ways, this paper offers a useful starting point for thinking about what intergenerational spaces that facilitate co-creating creative writing might look like.

Although the potential of group awareness (GA) tools on triggering student engagement has been recognized in literature, little is known about the effects of GA tools on student engagement with peer feedback in the context of online collaborative language learning. This quasi-experimental study with 86 college students explored how GA tools influenced student engagement with peer feedback in an authentic learning environment. The results showed that GA tools had positive effects on students' behavioral engagement. The analysis of dynamic engagement progression across three rounds of peer assessment revealed that GA tools helped stimulate and sustain students' continuous cognitive engagement in providing both surface-level and meaning-level feedback. However, GA tools had limited effects on triggering cognitive engagement in incorporating peer feedback into revisions, especially at the late stage of the learning activity. Additionally, the students supported by GA tools demonstrated higher emotional engagement than those without access to GA information but the difference was not statistically significant. Findings of this study provide important insights on using GA tools to enhance student engagement with online peer feedback in collaborative language learning activities.

Artificial Intelligence (AI) has increasingly influenced higher education, notably in academic writing where AI-powered assisting tools offer both opportunities and challenges. Recently, the rapid growth of generative AI (GAI) has brought its impacts into sharper focus, yet the dynamics of its utilisation in academic writing remain largely unexplored. This paper focuses on examining the nature of human-AI interactions in academic writing, specifically investigating the strategies doctoral students employ when collaborating with a GAI-powered assisting tool. This study involves 626 recorded activities on how ten doctoral students interact with GAI-powered assisting tool during academic writing. AI-driven learning analytics approach was adopted for three layered analyses: (1) data pre-processing and analysis with quantitative content analysis; (2) sequence analysis with Hidden Markov Model (HMM) and hierarchical sequence clustering; and (3) pattern analysis with process mining. Findings indicate that doctoral students engaging in iterative, highly interactive processes with the GAI-powered assisting tool generally achieve better performance in the writing task. In contrast, those who use GAI merely as a supplementary information source, maintaining a linear writing approach, tend to get lower writing performance. This study points to the need for further investigations into human-AI collaboration in learning in higher education, with implications for tailored educational strategies and solutions.

Collaborative writing is well established in the humanities, but with little focus on how the writing relationship comes into being, including the power and relational dynamics at play. This is especially pertinent both when Black and "white" (sic) authors collaborate in writing about race, and in the process of writing collaborative autoethnographies. In this article the authors narrate, or rather "enact", the movements of their coming together in order to write about race in the context of early learning and childcare. Linking their collaboration to the Deleuzian theory of becoming and Bakhtin's dialogic imagination, they present a manifesto for anti-racist inquiry which decentres colonial tropes of individuation in favour of "staying with the trouble" of identity and race. Throughout, they connect the inception of their research relationship to the politics of childhood and early years education in Scotland today.

In distance education courses with a large number of students and groups, the organization and facilitation of collaborative writing tasks are challenging. Teachers need support for planning, specification, execution, monitoring, and evaluation of collaborative writing tasks in their course. This requires a collaborative learning platform for coordinating all of the different phases in the writing process. In order to enable the design of such a platform, we created a process model of collaborative writing tasks that is based on the identification of participants, activities, phases, and orchestration from the literature. This model may serve as a basis for teachers to specify the instances for such tasks and can be used to determine the functional requirements needed for supporting model-compliant tasks on a collaborative learning platform. We present a general architecture for a platform of this kind that is independent of a concrete learning management system (LMS) system or shared editor and demonstrate its implementation using Moodle, Etherpad Lite, and Docker. The platform makes it easier for teachers to create groups and automatically assign members to collaborative workspaces. It enables asynchronous as well as synchronous text editing and communication. It also respects the European information security and data protection requirements and helps teachers monitor both the writing and reviewing activities. The platform was evaluated over a period of three semesters in distance learning courses with more than 4500 students. It proved a scalable and robust environment for coordinating the collaborative writing process of teachers and students and enables analysis of collaborative writing behavior by teachers and researchers.

Objective: This study explored medical trainees' understanding of collaborative writing sessions in the Dominican Republic as a strategy to strengthen their technical writing and critical analysis skills in health education and communication. Method: We conducted semi-structured interviews with seven medical trainees who participated in a series of collaborative writing sessions and published their articles in medical journals. Thematic analysis was used to study coded notes and identify salient themes with quotations and a conceptual model. Results: Five perceived individual- and programme-level enabling factors of the collaborative writing sessions were described: (1) detailed agenda, (2) direct mentorship, (3) effective teamwork, (4) personal investment and dedication, and (5) future vision. Conclusion: Study findings highlight that collaborative writing sessions with direct mentorship offers medical trainees a unique opportunity to acquire key written communication and analytical competencies and publish their articles, as part of their professional development. The incorporation of these valuable health education training exercises for health professional students can help develop an academic culture of writing and publishing on emerging global health topics.

This study investigated whether repetitions of a wiki-mediated collaborative writing task with the intervention of consciousness-raising could enhance learners' attention to past-counterfactual conditional in English and their explicit and implicit knowledge development. Sixty learners worked in pairs to complete the same essay-writing task four times within a 5-week time frame. One group received deductive consciousness-raising after the initial task performance (TR + DCR); a second group engaged in inductive consciousness-raising (TR + ICR); and a third group only repeated the task (TR, control condition). Explicit and implicit knowledge gains were measured via an untimed grammaticality judgment test (UGJT) and an oral production test (OPT), respectively. On the UGJT, the TR + ICR led to significant immediate and delayed knowledge gains, while the TR + DCR only resulted in immediate enhancement. The TR + ICR resulted in gains in OPT and had some advantage over the TR + DCR and TR. These findings contribute towards our understanding of the effectiveness of consciousness-raising as a focus on form intervention activity between repeated collaborative task performances with respect to explicit and implicit knowledge at relatively higher levels of second language acquisition.

An innovative series of dissections of the canine abdomen was created to facilitate social distancing in the dissection room following COVID-19 restrictions imposed in the UK. In groups of six, first-year veterinary students took turns dissecting selected parts of the canine abdomen while maintaining social distancing and documenting their work with video and photographs. Here, students learned about the canine abdominal anatomy by dissecting, recording the dissections of others in their group, and compiling the recorded material into a collaborative electronic media portfolio (Wiki). An online formative multiple-choice test was created to test students' knowledge of the canine abdominal anatomy. The result analysis showed that although students achieved the learning outcomes only by studying the Wiki, they had better performance in the anatomical areas where they learned through the dissection (p < 0.05). Student performance was very similar in the areas in which they were present in the dissection room and participated in recording the dissection compared with the areas that they effectively dissected (p > 0.05). A qualitative thematic analysis was developed to understand students' opinions via their feedback on this dissection approach. Our results showed that student collaboration and the development of practical skills were the most valued aspects of this dissection teaching initiative. Moreover, these results show that developing a group Wiki has a positive impact on student achievement of learning objectives, with a practical hands-on dissection being fundamental for the optimal learning of the canine abdominal anatomy.

Purpose: With the rapid advancement of generative artificial intelligence (AI), it is important to consider how young people are making sense of these tools in their everyday lives. Drawing on critical postdigital approaches to learning and literacy, this study aims to center the experiences and perspectives of young people who encounter and experiment with generative AI in their daily writing practices. Design/methodology/approach: This critical case study of one digital platform -- Character.ai -- brings together an adolescent and adult authorship team to inquire about the intertwining of young people's playful and critical perspectives when writing on/with digital platforms. Drawing on critical walkthrough methodology (Light et al., 2018), the authors engage digital methods to study how the creative and "fun" uses of AI in youths' writing lives are situated in broader platform ecologies. Findings: The findings suggest experimentation and pleasure are key aspects of young people's engagement with generative AI. The authors demonstrate how one platform works to capitalize on these dimensions, even as youth users engage critically and artfully with the platform and develop their digital writing practices. Practical implications: This study highlights how playful experimentation with generative AI can engage young people both in pleasurable digital writing and in exploration and contemplation of platforms dynamics and structures that shape their and others' literate activities. Educators can consider young people's creative uses of these evolving technologies as potential opportunities to develop a critical awareness of how commercial platforms seek to benefit from their users. Originality/value: This study contributes to the development of a critical and humanist research agenda around generative AI by centering the experiences, perspectives and practices of young people who are underrepresented in the burgeoning research devoted to AI and literacies.

The recent surge in studies on collaborative writing (CW) has provided valuable insights into the product and process of writing. When writing together, adults tend to produce better texts and generate and resolve a large number of language-related episodes (LREs). Also, analyses of the dialogues of collaborative writers show that learners are able to co-construct knowledge and mainly focus their attention on the generation of ideas. As for young learners (YLs), the very few studies comparing jointly and individually written texts have not identified any advantages in the use of collaboratively written drafts. Furthermore, while YLs also produce and resolve LREs in CW tasks, no study to date has provided a thorough analysis of their dialogues. To address these gaps, this study compares the products of primary school learners of English as a foreign language (EFL) aged 11-12 writing in pairs (n = 20) and individually (n = 19) and provides a thorough analysis of pair talk (process). Results suggest that collaborative writers produced more accurate texts and focused most of their efforts on the generation of ideas and on the discussion and successful resolution of LREs. In light of these results the implementation of CW with YLs is encouraged.

How do we dwell tenderly in the ruins of the modern university? This paper engages a hopeful, collaborative, and sensory methodology to imagine possibilities for research and researcher. As academic women navigating the decay of the neoliberal university amid the shadowy spectre of the 'ideal' academic, we explore our lived experiences, identities, and questions. For us, managing modernity's disorientation and dislocation means showing up differently, with new tools, new theoretical frames, and new ways of relating. From our experiential and aesthetic inquiry, tendrils of possibility for what research does, has been, is, and could be, are emerging. Our dwelling together (co-sensing in radical tenderness) helps us see beyond the thicket of institutional requirements towards a more hopeful and collective existence -- for if the sense of separation instilled by modernity is a social disease, healing must be a communal endeavour.

While much research supports the benefits of computer-mediated collaborative writing (CW) in second language (L2) classrooms, the assessment of CW has received scant attention. This study proposed an assessment scheme considering both the products and processes when assessing online synchronous CW, and explored its effects on learners' interactions and perceptions of the process-and-product-based assessment approach through qualitative analyses. Through analyzing 21 dyads' online pair talk and revision histories in CW tasks, post-task reflections, and interviews, this study found that assessment approach impacted patterns of collaboration, as well as the quantity and quality of peer interaction. Also, learners reported multiple advantages of the process-and-product-based assessment approach in computer-mediated CW, including increasing fairness, promoting better performance, and facilitating effective collaboration. Further, the process-and-product-based CW assessment approach raised learners' awareness of the value of the collaboration process, motivated students to be critical collaborators, and promoted regulated learning. Nevertheless, students expressed concerns that this assessment approach might bring pressure and disrupt idea negotiation. The findings can further our understanding of the role that assessment plays in computer-mediated CW tasks and shed new light on possible ways of implementing CW assessment practices that may facilitate learning and positive learner perceptions in L2 writing classrooms.

This study examined the effects of pretask training to promote peer collaboration, encourage learning opportunities, and foster individual L2 writing development in web-based L2 collaborative writing (CW) tasks. The participants were 48 students from two junior English composition classes at a Taiwanese university. One class (n = 24) was assigned to be a pretask training (PT) group and the other (n = 24) to a no pretask training (NPT) group. Both groups completed an individual pre- and post-test writing, and two L2 CW tasks via Google Docs. The PT group received pretask training before the CW tasks, whereas the NPT group did not. The interaction between the learners was analyzed for the number, outcome, and engagement level of content-, organization-, and language-related episodes (LREs) and for the learners' interaction patterns. Pre- and post-test writing was analyzed in terms of content and organization and language complexity and accuracy. The PT group: (a) produced more collaborative interaction during the CW processes than the NPT group, (b) produced more LREs and correctly resolved a greater proportion of LREs and content-related episodes, and (c) made greater improvement in content and language accuracy of individual L2 writing.

This study compares the effects of two resources, a paper rubric (CR) or the comment bubbles from a word processor (CCB), to support peer co-evaluation of expository texts in primary education. A total of 57 students wrote a text which, after a peer co-evaluation process, was rewritten. To analyze the improvements in the texts, we used a rubric that was similar to the one in the first condition. The messages and suggestions for improvement were quantified and classified according to their range, evaluative content, and rhetorical content. Lastly, the incorporation of these suggestions in the final version of the expository text was analyzed. The results showed that the evaluative comments focused mainly on pointing out, rating, or simply correcting errors. However, hardly any justification was given for such corrections, nor were there any questions or improvement alternatives recorded for other shortcomings or non-error content. The students who co-evaluated each other with a rubric wrote more comments, addressing the different rhetorical components in a balanced way, even though these comments were written in a generic way. This might be why many of them were not incorporated in the second version of the texts, where a significant improvement could be noticed, but only in the conclusion section. In contrast, the comment bubbles recorded much more specific suggestions for correction. Although there was a slightly higher percentage of modifications in the second version of those texts, it was not enough to indicate a significant improvement in quality compared to the first version.

The quality of collaborative writing process to some extent depends on the verbal episodes occurring during the collaboration. This study aimed to describe English as a foreign language (EFL) students' verbal episodes in proficiency pairings. A case study design was used in this study. It involved 40 EFL students of the English department in an Indonesian university. They were divided into two groups based on the types of proficiency pairings: heterogeneous (20 students) and homogenous (20 students). Therefore, this study was also intended to identify which of the two types of proficiency pairings produces more verbal episodes than the other. The verbal processes were audio recorded and then transcribed. The audio transcriptions were analyzed for common themes related to episode categorization. To ensure the reliability of the episode analysis, inter-coder, and intra-coder checks were employed. The results showed that Indonesian EFL students used three major types of verbal episodes: language-related episodes (LREs), textrelated episodes (TREs), and scaffolding episodes (SEs). The study also revealed that proficiency levels determined the categories of LREs and SEs most frequently produced by the heterogeneous and homogeneous pairs. Both the heterogeneous and homogeneous pairs were likely to produce almost the same frequencies of categories of TREs more particularly in terms of organization and content. Further research might explore the link between the number of episodes and the learning gains.

Addressing the lack of studies on L2 online and collaborative prewriting, this study examines L2 collaborative prewriting through voice chat. It explores the effects of an online prewriting condition (individual vs collaborative) on performance in subsequent individual writing as assessed by text length, accuracy, complexity, and analytical rating scales of content, organization, and language. One hundred and twenty-six Thai university students were divided into a control (individual prewriting) group and an experimental (collaborative prewriting) group. The utilised prewriting task was structured, focusing on ideas generation, selection, and organization, and the main task was problem-solution paragraph writing. Independent-sample t-tests revealed that accuracy was comparable across groups; however, the experimental group significantly outperformed the control group on text length, some lexical and syntactic complexity measures, and all rating scores, and the effect size concerning text length was large. Overall, these findings suggest potential benefits of collaboration in voice-chat prewriting.

Google Docs has recently been suggested as an efficient collaborative tool for group writing. This experimental quantitative study, including pretest-treatment-posttest design, aimed at comparing the effects of collaborative writing on Google Docs and individual writing practice on EFL learners' descriptive paragraphs. The participants were 48 Turkish EFL learners at pre-intermediate level of proficiency, based on their performance on Oxford Placement Test. The participants were assigned to two groups. One group, including 24 participants, experienced collaborative writing on Google Docs plus researchers' comments as feedback (CWGD group). The other group, including 24 participants, experienced individual writing practice plus researcher's direct corrective feedback (IWP group). The results of the independent samples t-test indicated that the CWGD group significantly outperformed the IWP group. In conclusion, collaborative writing Google Docs environment can enhance the writing skill of the EFL learners. Therefore, the study highly recommends utilizing collaborative writing on Google Docs to practice English language writing skill.

This mixed-method research sought to identify the factors, challenges and strategies that enable and strengthen collaborative research practice in academia. Participants of the study are purposively chosen, self-selected faculty and students from an external campus and a unit in the main campus of a state university in Bulacan, Philippines, who have successfully completed collaborative research writing projects, presented collaborative research projects in conferences and symposia, or published said collaborative research projects. Data were gathered using a researcher developed instrument, validated, and checked for reliability. Analysis of results using principal components analysis led to the development of the DRREAM (Diversity, Role assignment, Relationship-building and peer interdependence, Ergonomic, flexible and adaptable processes, Acquisition of knowledge, skills and expertise, Motivation consideration) model, a conceptual framework on factors that strengthen effectual collaborative research writing; while the use of thematic analysis enabled the formulation of IPP (Individual, Professional and Personal) model, a conceptual framework on strategies to overcome challenges faced by collaborators in a collaboration research project. Finally, an Action Plan Framework for Effectual Collaborative Research Writing is proposed to promote the culture of collaborative research practices among the members of the academia.