Collaborative Writing in L2 Classrooms

Neomy Storch is Senior Lecturer in Applied Linguistics and ESL, at the School of Languages and Linguistics, The University of Melbourne. Her research interests include second language writing, peer interaction, feedback on writing, writing development, and the use of the first language in second language learning. She has presented and published widely on these issues, and is co-editor of the Australian Review of Applied Linguistics.

• Preface Chapter 1: Introduction Chapter 2: Theoretical and Pedagogical Rationale for Collaborative L2 Writing Chapter 3: Collaborative Writing: L2 Learning and Practice Opportunities Chapter 4: Factors Affecting Languaging in Collaborative Writing Chapter 5: Collaborative Writing and Language Learning Chapter 6: Learners’ Perspectives of Collaborative Writing Chapter 7: Computer Mediated Collaborative Writing Chapter 8: Conclusion: Pedagogical Implications and Research Directions

At last, a definitive treatment of collaborative writing in second language classrooms! Storch lays out compelling theoretical, empirical and pedagogical rationales for collaborative writing, convincing the reader of its positive impact on language learning. Aware of the challenges teachers face in implementing in-class and online (e.g. wikis) collaborative activities, she provides practical suggestions about task choice, and the collaborative relationships most conducive to language learning. She addresses both cognitive and social-emotive aspects of pair/group work, calling for longitudinal, qualitative research in diverse language learning contexts.