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More and more researchers and educators have recently focused their attention to technology-enhanced collaborative writing (TECW) in English as a Foreign Language (EFL) setting. Yet, the updated review focusing on research in this field is meager. This study aims at helping researchers and educators get a deeper understanding of the features and development tendencies of recent research on TECW in EFL setting. It systematically reviewed 45 empirical studies published from 2014 to 2023, focusing on strands and findings. In terms of research strands, the results showed the writing process, outcomes, and students and teachers' perceptions and attitudes. In terms of research findings, the review results showed that TECW was effective in enhancing students' writing performance, developing a sense of community, engagement, motivation, collaboration, and satisfaction. The studies' findings also revealed that students and teachers demonstrated a strong disposition towards TECW practices.

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.

This essay explores how writing in community for EdD students can be pivotal in helping them succeed in their academic journey. Considering existing research, three UC Davis CANDEL EdD (Capital Area North Doctorate in Educational Leadership) students and recent alumni use a case study approach to highlight the ways writing in community was instrumental to their own journeys and enhanced their sense of belonging. This essay highlights the challenges faced by the EdD students, especially during the COVID-19 pandemic. They leaned into the transformative power of writing in community and use vignettes to detail their personal experiences. They showcase the power of critical friendship that encouraged vulnerability and connection within their group and catapulted them towards dissertation completion. The essay also recommends institutional support for specific interventions to further writing in community in all EdD programs.

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.

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.

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 the importance of feedback in education is well established, the effects of structured knowledge in collaborative academic writing remains uncertain. This study introduces an academic writing feedback tool that combines structured knowledge mining, analysis, and visualization. An empirical experiment was conducted in a second-year university class with fifty-five students to examine the impact of the tool on different writing phases. Multiple data sources (i.e., scores, peer comments, discussions, surveys, and interviews) are collected and analyzed using a mixed-method approach. The findings demonstrate that structured knowledge feedback significantly improves specific metrics used to assess academic writing, leading to an overall enhancement in writing quality. The intervention also influences students' engagement, both behaviorally and cognitively, during online discussions and peer comment phases. Moreover, all students exhibited a positive perception of the writing feedback tool and considered peer comments as the most beneficial collaborative phase when structured knowledge intervention was employed. However, their preferences regarding the presentation form of feedback varied. Finally, the study provides implications for the development and research of NLP-powered (Natural Language Processing) feedback tools. These insights aim to inspire future studies on collaborative academic writing, emphasizing the potential of structured knowledge feedback in fostering effective writing practices.

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.

In a case study involving three asynchronous online professional writing courses, this research investigates students' abilities to establish a social presence and build team cohesion via collaborative, team-based writing projects. Using the Community of Inquiry (COI) framework, this study is situated in the understanding that teaching and learning in higher education are not about the mere transmission of knowledge but that "teaching and learning are inherently interactive" as the terms of "community" and "inquiry" used in the framework suggest. Prior researchers have also established a clear connection between one element of the COI framework--"social presence" and student satisfaction in online courses. Findings from this study indicate participation in collaborative team assignments contributes to team cohesion and positively affects students' ability to establish their social presence within online environments as well as transfer their knowledge to other contexts.

The authors, a chemistry professor and a librarian, used a qualitative survey to assess student perceptions of a Wikipedia editing assignment that they included in a large upper-level biochemistry course. The assignment was initially intended as a public-facing alternative to a short research paper, emphasizing information literacy and scientific literacy. The goal of the survey was to use the results to enhance the assignment. The results of the survey and research for the literature review inspired a novel approach to the assignment using the perspective of metaliteracy. This approach encourages students to think critically about their role as scholars in a participatory environment.

This study aims at scrutinizing the effectiveness of the utilization web-based learning platform, "Edmodo" in teaching academic writing to EFL learners. This study employed a mixed method approach on the fifth-semester students and confirmed that 10 students take part in this study. A mixed method approach was utilized in this study which applied questionnaires to gain quantitative data. Meanwhile, the qualitative data were attained through semi-structured interviews to measure the effectiveness of the Edmodo application in writing class. The findings revealed that 88% of students prefer to learn writing skills using the Edmodo learning platform through collaborative tasks. The research findings illustrated that there was an improvement and students' interest in writing by applying the Edmodo learning platform. Besides, students find Edmodo as a user-friendly media, and easy to use. Edmodo has helped and developed their writing creativity and their cognitive skills and social interaction with peers are also positively developed. This confirmed that there were enough shreds of evidence of how Edmodo was said to be effective in fostering EFL learners' motivation in writing.

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.

COVID-19 and the public health policies emerging in response have laid bare a multiplicity of issues related to educational access and knowledge equity on a global scale. Among these, the quick shift to online and hybrid education models led teachers to adapt a plethora of digital platforms to deliver content and sponsor interactions). Such platforms range from institutionally sanctioned (and subscribed) Learning Management Systems (LMSs) to software provided by organizations beyond the institution and can pose a threat to student data and privacy. Data surveillance in educational contexts is not a new issue, nor is it only a strictly digital problem. However, the current milieu of constant and continuing public health crises has led to more frequent, uncritical, and hurried adoption of learning technologies. This article challenges professionals in higher education specifically to take a more critical look at the various EdTech platforms they are, have, and will adopt in the post-COVID-19 era, and the spectrum of surveillance such platforms enact. Through a review of common entities such as LMSs, Google Workspace for Education, and Zoom video conferencing software, this article demonstrates how these technologies place both teachers and students in a relationship to data and learning characterised by "epistemic inequality" or "unequal access to learning imposed by private commercial mechanisms''. By taking a closer look at the problematic surveillance functioning across EdTech, this article makes a case for Commons-based Peer Production communities as equitable, open educational alternatives that have resisted market-based neoliberalism and surveillance capitalism.

This case study focuses on how two learners position themselves as partners in a collaborative writing activity in a Spanish Writing course. I utilize a micro-discourse analytic approach (Eskildsen & Markee, 2018; van Compernolle, 2015, 2018) to highlight the situated nature of collaboration and the dynamicity of the collaborative writing process as it unfolds turn-by-turn during their interactions. This type of analysis permits researchers to explore how learners orient to their partners and to the language they are producing, and what learners do with their talk (Markee, 2000), so that researchers can observe their competence-in-action (Pekarek Doehler, 2013). The discursive practices of the pair suggested that they viewed collaboration as a way to trade off the role of being expert based on whether their attention was focused on content or language.

The iterative process of writing a co-authored manuscript may take several months to complete. Draft-in-a-day is an alternative group-based approach to writing that draws on concepts from social cognitive and group dynamics theories to efficiently write the first draft of a manuscript, while providing rich opportunities for trainees to develop their writing skills. The purpose of this paper is to explore the usefulness and acceptability of draft-in-a-day by examining individual's experiences using the draft-in-a-day protocol. Twelve participants (four professors, eight trainees) who had used the draft-in-a-day protocol completed an online questionnaire about their experiences. Participant responses were analyzed using Braun and Clark's (2006) thematic analysis. There were four broad themes: group/social aspects, writing process, effectiveness/efficiency, and other. Overall, participants found a benefit to using the draft-in-a-day protocol for team-based writing. Participants were receptive to the draft-in-a-day method of writing, reported being very likely to use it in the future (M = 4.9, SD = 0.28; scale 1-5), and provided suggestions for improvement. This early-stage research provides a framework for efficient group-based writing in sport and exercise psychology.

Background: 'Snack writing' is a term coined to describe regular short bursts of writing on a larger academic writing task. There is extensive research on academic writing, but research on 'snack writing' is limited. Moreover, the idea of 'snack writing' in an online environment is not evident in the literature. Objectives: The study objectives were: (1) to evaluate the effectiveness of an online 'snack writing' group; and (2) to identify what might enable or constrain productive academic writing amongst group members. Method: A reflective evaluation approach was used, in which participant researchers studied online chat data over a 6-month period. The study was framed by Activity Theory, in which digitally connected writing is understood as a new mediational means within an academic writing system. Results: 'Snack writing' in a digital environment was found to be effective when the writing task was focused, appropriate to the time available, and connected to a larger writing task. Goal setting, debriefing, and reflecting kept writers focused, while seeing a writing task develop over time enhanced confidence. Including writers with different levels of experience was effective for developing and sharing writing practices. Conclusion: Regular participation in digitally connected 'snack writing' is effective as it builds a supportive writing culture. Contribution: The study contributes to an understanding of how short bursts of writing in a digitally connected space could benefit academic tasks. The findings are therefore of use to postgraduate scholars, academics, and all those who want to progress an academic writing task when time is limited.

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.

Giving effective writing feedback can be a challenge for any English instructor. Teaching students how to provide peer feedback can be problematic as well. Both these challenges may seem even more apparent when teaching online during a pandemic. Using Google Docs for collaborative writing feedback is one effective method for addressing both these concerns in a university-based Intensive English Program (IEP). This critical perspective examines how to scaffold collaborative writing feedback remotely using free and widely available platform Google Docs and looks at future use, post-pandemic. In particular, it will share how the authors used Google Docs to track feedback and corrections from instructors to students, set up interactive writing exercises in synchronous courses, and engage in peer-to-peer editing during a pandemic.

This paper explores the ways ESOL writing instructors implement and assess participatory writing practices in the classroom using digital technologies during the COVID-19 pandemic. Participatory writing practices are largely sociocultural in nature and thereby resist the notion of standardized and individualized practices to focus on co-creating a shared culture around writing (Jenkins et al., 2016). In other words, they require that students voluntarily enculturate themselves into broader, co-created discourse communities (Johns, 1997). Participatory writing practices and any subsequent assessment of them are complicated by inequitable access to and varying levels of comfort with educational and other digital technologies--a fact which is particularly salient considering that a substantial majority of ESOL courses in California shifted to remote instruction in early 2020. Using several remotely taught post-secondary ESOL writing courses in California as critical entry points for this work, we examine our collective understanding of participation in light of the shift to remote teaching and learning while also pushing back against traditional western notions of participatory writing implementation and assessment to offer a more expansive and inclusive model in which remote students are encouraged to go beyond "pseudotransactional" forms of collaboration (Wardle & Downs, 2020). With these remote ESOL writing courses as examples, we argue that there are innate challenges to supporting students in gaining a new language through participatory writing practices while simultaneously grappling with new technologies and remote learning, but we also suggest that it can be accomplished given appropriate training, tools, and attention to power dynamics.

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.

This is a large-scale, multi-author collaborative autoethnographic study exploring the concept of building a tangible teaching commons on the example of the Scholarship of Teaching and Learning (SoTL) Commons Conference. The project organizers sought to provide a big tent and extended an invitation to attendees to respond to a series of writing prompts about their conference experience. Collaborative writing took place asynchronously over an approximately 60-day period following the close of the conference and generated ˜ 20,000 words. This corpus became the basis for a three-stage emergent coding process, conducted by the four-member steering committee, which led to the identification of three primary themes from the collective experiences of the 2023 SoTL Commons Conference attendees: SoTL as pedagogy, SoTL as a community of scholars, and SoTL as scholarship. Despite some limitations to what the sense of commons represents, the project highlighted the respondents' spirit of appreciative inquiry, a signature mindset of SoTL and engaged participants who were new to the field. We argue that it acted as a form of academic hospitality itself; enabling the sharing of practice, deepening of reflection, strengthening of research skills, fostering of social connections, and, by extension, the advancement of the field as a community of scholars.

In her 2022 AESA Presidential Address, Gretchen Givens Generett uses the storytelling process to demonstrate how an in-depth analysis of her individual self-paradigms prepared her to lead through change and uncertainty. Further, she poses questions about the future of AESA with an eye toward how the organization might use the storytelling process to help better understand who it is in 2022, where it is going, and how it might meet this challenging historical moment.

Adopting a sequential explanatory mixed-methods approach, this study explored the impact of electronic writing portfolio on writing performance in English as a foreign language (EFL) context. Two intact classes were first selected and randomly assigned to an electronic writing portfolio group (22 EFL students) and a conventional (i.e. paper-based) writing portfolio group (23 EFL students). To collect the quantitative data, timed writing tasks were administered before and after the electronic and conventional writing portfolio courses, and to collect the qualitative data, the students' peer writing mediations were tracked during the courses and an individual semi-structured interview was conducted at the end of the electronic writing portfolio course. One-way ANCOVA and Pearson Chi square were applied to analyse the quantitative data and microgenetic method and thematic analysis were run to analyse the qualitative data. The findings showed both electronic and conventional writing portfolio instructions developed the EFL students' writing performance. In addition, the electronic writing portfolio group outperformed its conventional counterpart in developing writing performance. The qualitative data analyses, used to explain the quantitative findings, further revealed the EFL students' microgenetic development of writing content, writing organisation, and language use in the electronic writing portfolio group, as well as the students' positive perceptions towards the electronic writing portfolio course. Pearson Chi-square analysis also indicated that the distributions of content-, organisation-, and language-related peer writing mediations between the two groups were significantly different which confirmed that the electronic students provided more content-, organisation-, and language-related peer writing mediations during the collaborative writing activities. Practical implications are discussed next.

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 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.

As the importance of online collaborative writing is recognized as an effective teaching strategy, studies have investigated how factors such as gender, ability, and group size affect learners' collaboration. However, few studies have explored the effects of group formation, i.e., student-chosen groups (SCGs) and teacher-assigned groups (TAGs) in online co-writing. Using the framework of the Toulmin model of argumentative writing, the current study investigated whether SCGs and TAGs differ regarding collaborative approaches and characteristics in co-argumentative writing using an online writing platform (i.e., Shimo). Seventeen fourth-year English majors participated in this 2-week study, nine of whom formed into three three-person SCGs, while a teacher assigned the remaining participants into two three-person TAGs and one two-person TAG. The archived discussion notes in Shimo along with semi-structured interviews comprised the data for analysis. The findings revealed that TAGs and SCGs had different collaborative approaches. TAGs were identified as less active, while SCGs tended to collaborate better in the co-writing processes. Implications for online classroom applications and future research are discussed.

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.

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.

Collaborative writing tasks are common in multilingual university-level writing-intensive classes, but how multilingual language learners (MLLs) are socialized into this group work as a discursive practice is still poorly understood. This case study of adult MLLs in multilingual writing classes at a large public university provides insight into how this socialization can conflict with teaching goals. Membership Categorization Analysis (MCA), a micro-analytic approach, is used to investigate how students inter-subjectively assemble categories of identity in order to articulate their understanding of collaborative writing tasks and how they are obligated to negotiate them. Analysis of classroom talk reveals a conflict between student articulations of how to perform writing tasks when they interact with one another as group members and when they interact individually with instructors. Implications and a possible pedagogical intervention for the framing of collaborative writing tasks are discussed.

The Paper Chase model is a synchronous collaborative approach to manuscript development. Through a structured and team-based design, authors participate in a "marathon" of writing, editing, revising, and submitting their publications within a specified period. This active-learning approach is considered a high-impact practice by engaging students in research dissemination through a collaborative project. This study sought to evaluate the feasibility and acceptability of a virtual Paper Chase exercise. We conducted the Paper Chase with six teams led by multidisciplinary faculty (with 24 undergraduate students and four graduate students). All participants were given pre-and post-surveys, with both open- and closed-ended questions. Results indicated that the process increased cooperative and problem-solving components of group work attitudes, increased participants' confidence in writing skills, increased understanding of research processes and that participants appreciated putting their skills immediately into practice. Participants identified strengths as well as opportunities for improvement in online modules and facilitation. The process was effective in that half of the manuscripts were submitted to peer-reviewed outlets within 90 days of the event. The positive evidence for learning in the virtual Paper Chase model supports future applications and may strengthen the involvement of students in research dissemination. Additional research may expand upon the findings by assessing group work dynamics, quality of final products, and conducting the process in a hybrid model.

This paper presents the experiences of a racially integrated research team -- two Black male scholars and one white female scholar - drawn from a series of recorded conversations and journal entries as part of weekly research meetings while engaging in race research across more than a year's time. While our work inherently centered race by nature of the topics we researched, we chose to also critically reflect on what it means to do research together as Black and white scholars, and how kinesiology might benefit from our model of working together. Through thoughtful reflection linked to scholarship, we aimed to answer the questions of how our work yielded new understandings of the data we were collecting and analyzing, and how the field might utilize our collective research team experience. Using Critical Race Theory, Critical Whiteness Studies, and intersectionality, we situated our experiences of working together within the existing literature on race dynamics in higher education to illustrate how our processes disrupted whiteness and furthered a justice-oriented approach to conducting race research. First, we highlight the status of race in higher education and kinesiology, with a specific focus on PE teacher education (PETE), since that is our field of study. From there, we outline the theoretical frameworks that informed the research project and our approach to working together. Next, we use the meeting recordings and transcriptions to analyze how the research team functioned, highlighting Korey Boyd's and Cory Dixon's experiences of engaging in race-related research and then turning to Mara Simon's reflexive attempts to disrupt whiteness even as she embodied it within the group dynamics. Finally, we conclude by addressing negotiations and tensions of this process, along with implications and recommendations for future race research in kinesiology.

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 paper is a preliminary exploration of how doctoral study can increase educational leaders' capacity to use evidence. Our mixed methods study uses interviews and surveys of graduates from four EdD programs. Methods training linked to students' work and social capital development among students and with faculty both influenced graduates, use of evidence. We expected to find distinct uses of research (e.g., to make decisions, to persuade others). While we did, leaders often combined such uses in specific cases. We conclude with suggestions for further research on how professional education influences educational leaders' use of evidence.

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.

Graduate students writing on their own often struggle with knowledge production and identity conflicts. Conversely, writing with others presents its own set of challenges, as collaborators struggle to define roles and expectations. To systematically foster and teach collaborative writing practices for graduate students, we performed a self study of collaborative writing. We utilized Winnicott's (1991. "Playing and Reality." Psychology Press) theory of "potential space," based on the therapeutic alliance, to cultivate a communal writing space online. Our "writing alliance" can model the socialization of graduate students across the many working relationships they forge: with colleagues (horizontal), with committees (vertical), and, in the case of learning support programs like ours, in a neutral "third space." Across these collaborative spaces, students come to see themselves as full and valued participants in knowledge formation in their discipline. We hope that these mutually-supportive experiences foster more inclusive practices in academia, particularly for students from marginalized backgrounds.