Collaborative writing In L2 learning and teaching

Abstract

In recent decades, there has been a growing interest in and recognition of collaborative writing (CW) in many classroom contexts around the world. The current view of language learning and teaching has suggested the use of CW as essential in language classrooms. However, many L2 teachers and EFL instructors have been reluctant to employ collaborative activities in their classrooms. The present review aims to display CW as a useful tool in English language learning classrooms in a foreign context. In this review, I illustrate the main difficulties of individual writing, define what collaborative writing is and describe its methodology by focusing on one of the main factors that influence collaboration: the relationship learners build. Additionally, the paper examines the benefits of CW, considers students´ perception of CW, and presents some limitations. Data was gathered over three studies that considered collaborative work in a written task in comparison to individual writing. Considering students´ perception of CW, a clear preference for CW was observed over individual writing as it offered them better learning opportunities as well as the chance to learn from peers through interaction. As for the limitations, L2 teachers´ uncertainty over CW rests on challenging assessment issues, doubts about student pairing, monitoring of equal participation, and the use of the L1. Finally, a number of theoretical and pedagogical implications are presented.