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Collaborative writing in L2 classrooms: A research agenda

Published online by Cambridge University Press:  18 October 2021

Mimi Li  and
Meixiu Zhang
Mimi Li*
Affiliation:
Texas A&M University-Commerce, Texas, USA
Meixiu Zhang
Affiliation:
Texas Tech University, Texas, USA
*
*Corresponding author. Email: mimi.li@tamuc.edu
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Abstract

Research on second language (L2) collaborative writing (CW) has proliferated over the recent decade and will continue to bloom due to the changing landscape of writing and learning in the digital age. This article provides a research agenda on CW in L2 classrooms. We illustrate six research themes for future research inquiry by pointing out the research gap, following a brief review of theoretical frameworks and existing empirical efforts on CW. We then expound on six specific research tasks that we deem to be pressing for this domain to progress, including more attention to multimodal CW, expanded frameworks for analyzing peer interaction and writing products, deployment of underused research techniques and improved research practice, development of CW assessment practice, as well as the inquiry of practitioners’ input on CW. We hope to provide guidance for future research endeavors by identifying avenues of investigations on CW and meanwhile contribute to the trajectory of vibrant research on L2 writing and language learning.

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Thinking Allowed
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Language Teaching , Volume 56 , Issue 1 , January 2023 , pp. 94 - 112
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Copyright © The Author(s), 2021. Published by Cambridge University Press

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