Most learners of English as a Foreign Language (EFL) consider writing challenging task, and they experience difficulties such organizing thoughts, selecting relevant words to represent their views, producing rhetorical patterns specific the target culture. Research into L2 suggests that collaboration in classroom can assist students set goals, generate ideas, write edit, reflect on task. The ef...

This study aims at investigating the effect of dynamic assessment (DA) on L2 writing achievement if applied via blogging as a Web 2.0 tool, as well as examining which pattern of interaction is more conducive to learning in such an environment. The results of the study indicate that using weblogs to provide mediation contributes to the enhancement of the overall writing performance, vocabulary a...

For communicable writing, reviewing and revising is essential. In this paper, we propose an SNS-based environment to improve writing by repeated collaborative reviewing. The results of an experiment comparing the system against face-to-face collaborative writing show that while face-to-face learners wrote better reports quickly, the system-users could also write reports of the matched quality i...

This study investigated the quality of metacognition at its inter-individual level, i.e., socially-shared metacognition, across two collaborative writing tasks of different difficulty levels among a cohort of Iranian EFL learners.  Moreover, it examined the correlation between the individual and the social modes of metacognition in writing.  The analysis of think-aloud protocols of a number of ...

The increasingly widespread use of social software (e.g., Wikis, Google Docs) in second language (L2) settings has brought a renewed attention to collaborative writing. Although the current methodological approaches to examining collaborative writing are valuable to understand L2 students’ interactional patterns or perceived experiences, they can be insufficient to capture the quantity and qual...

The collaborative writing is an important task in distance education. For this reason, the implementation of one hypertext editor in TIDIA-Ae environment is indispensable. This tool is allowing the content production for all laboratories in TIDIA-Ae project.

CSCL software tools must provide support for group work and should be based on a collaborative learning technique. The PBL based CCCuento tool is introduced here. It is intended to support apprentices groups in the collaborative creation of stories in order to improve language use and development of writing skills. The tool follows a model, which includes several positive interdependencies and ...

1 H.L Jian, Dept. of Foreign Languages and Literature, National Cheng Kung University, No. 1, Ta Hsueh Road, Tainan City 70101, Taiwan 2 F. E. Sandnes, Oslo University College, Faculty of Engineering, Cort Adelers gate 30, N-0254 Oslo, Norway, [email protected] Abstract  The cultivation of writing skills is often absent from the syllabus of engineering programmes, despite engineers’ apparent ex...