Types, features, and effectiveness of technologies in collaborative writing for second language learning

• Published in: Computer assisted language learning Vol. 35; no. 9; pp. 2391 - 2422
• Main Authors: Zhang, Ruofei, Zou, Di
• Format: Journal Article
• Language: English
• Published: Oxford Routledge 08.12.2022; Taylor & Francis Ltd
• Subjects: Appropriate technology; Cognitive tasks; Collaboration; Collaborative Writing; Computer Assisted Instruction; Computer assisted language learning; Computer Mediated Communication; Computer Software; Cooperative Learning; Declaration of Independence-US; Educational activities; Effectiveness; Electronic documents; English (Second Language); Error Patterns; Information management; Information resources; Information Technology; Instructional Effectiveness; Learning; Learning Motivation; Learning Processes; Motivation; Research Reports; Second Language Instruction; Second Language Learning; Second language writing; Self Efficacy; Social Media; Student Attitudes; Students; Technology Uses in Education; technology-enhanced language learning; Word processors; Writing; Writing Instruction; Writing Skills
• ISSN: 0958-8221; 1744-3210
• DOI: 10.1080/09588221.2021.1880441

Technology-enhanced collaborative writing for second language learning has been receiving accumulating attention from researchers and educators over years. However, there was a lack of updated review with foci on the types and effectiveness of technologies in collaborative writing. This study conducted a systematic and in-depth review of 34 relevant empirical studies from 2009 to 2019. The results showed that wikis, Google Docs, offline word processors, Facebook, chats, and forums were the six main types of tools for collaborative writing. Technologies had overall positive effects on students' joint writing qualities, individual writing development, and perceptions of learning tasks. Advantages include prompting group interactions, helping students reflect on their work and identify errors and weakness, boosting learner motivation and confidence, facilitating writing, encouraging students to learn from others, and making the learning process enjoyable. Technologies may be ineffective when technologies were inconvenient to use, when students did not devote adequate effort to planning and reflection, and when students lacked co-responsibility for the writing. This research aims to help researchers and educators understand factors that lead to effective technology enhanced collaborative writing and assist their selection of appropriate technologies and implementation of collaborative writing in and out of class.