Second Language Writing Online: An Update

• Published in: Language learning & technology Vol. 22; no. 1; pp. 1 - 15
• Main Author: Godwin-Jones, Robert
• Format: Journal Article
• Language: English
• Published: Honolulu University of Hawaii National Foreign Language Resource Center 01.02.2018; University of Hawaii, National Foreign Language Resource Center
• Subjects: Collaborative Writing; Computer assisted language learning; Computer Assisted Testing; Computer Mediated Communication; Computer Software; Cooperative learning; Feedback (Response); Learning Motivation; Multimedia; Multimedia Instruction; Second Language Instruction; Second Language Learning; Second language writing; Social media; Storytelling; Writing (Composition); Writing Assignments; Writing Evaluation; Writing Instruction; Writing Skills
• ISSN: 1094-3501; 1094-3501

This article provides an update to the author's overview of developments in second language (L2) online writing that he wrote in 2008. There has been renewed interest in L2 writing through the wide use of social media, along with the rising popularity of computer-mediated communication (CMC) and telecollaboration (class-based online exchanges). The recognition of writing as a social act has also led to a significant rise in interest in collaborative writing. This has been aided by the popularity of tools providing a shared writing space, such as Google Docs. The importance and recognition of genre in both student work and writing theory have grown considerably among practitioners and researchers. The increased practice of integrating multimedia into writing is reflected in the popularity of multimodal projects, such as digital storytelling. At the same time, digital tools for evaluating writing have become more widely available in the form of digital annotators and automated writing evaluation (AWE) software, which take advantage of advances in corpus linguistics and natural language processing (NLP). In addition, tools for processing and evaluating large data sets enable approaches from data mining that provide valuable insights into writing processes. The variety and the complexity of online writing environments has increased the need for both learner and teacher training. [For "Web-Writing 2.0: Enabling, Documenting, and Assessing Writing Online" (2008), see EJ813376.]