What role for collaboration in writing and writing feedback

Journal of Second Language Writing

Volumn 21, Issue 4, 2012, Pages 364-374

  Wigglesworth, Gillian ^a   Storch, Neomy ^a  

^a UNIVERSITY OF MELBOURNE   (Australia)

Author keywords

Collaborative writing; Feedback; Pair work

Indexed keywords

EID: 84871813332     PISSN: 10603743     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jslw.2012.09.005     Document Type: Article

References (58)

1. Alegría de la Colina A., García Mayo M.P. Attention to form across collaborative tasks by low-proficiency learners in an EFL setting. Investigating tasks in foreign language learning 2007, 91-116. Multilingual Matters, Clevedon. M.P. García Mayo (Ed.).
2. Bitchener J. Evidence in support of written corrective feedback. Journal of Second Language Writing 2008, 17:102-118.
3. Bitchener J. Measuring the effectiveness of written corrective feedback: A response to " Overgeneralization from a narrow focus: A response to Bitchener (2008)" Journal of Second Language Writing 2009, 18:276-279.
4. Bitchener J. A reflection on 'the language learning potential' of written CF. Journal of Second Language Writing 2012, 21:348-363.
5. Bitchener J., Knoch U. The contribution of written corrective feedback to language development: A ten-month investigation. Applied Linguistics 2010, 31:193-214.
6. Chandler J. The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing 2003, 12:267-296.
7. Practicing in a second language: Perspectives from applied linguistics and cognitive psychology 2007, Cambridge University Press, Cambridge. R. DeKeyser (Ed.).
8. Donato R. Collective scaffolding in second language learning. Vygotskian approaches to second language research 1994, 33-56. Ablex, Norwood, NJ. J.P. Lantolf, G. Appel (Eds.).
9. Donato R. Aspects of collaboration in pedagogical discourse. Annual review of applied linguistics 2004, Cambridge University Press, Cambridge, pp. 284-302.
10. Ede L., Lunsford A. Singular texts/plural authors 1990, Southern Illonois University Press, Carbondale.
11. Fernandez Dobao A. Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing 2012, 21:40-58.
12. Ferris D. Treatment of error in second language student writing 2002, University of Michigan Press, Ann Arbor.
13. Hirvela A. Writing to learn in content areas: Research insights. Learning-to-write and writing-to-learn in an additional language 2011, 159-180. John Benjamins, Amsterdam. R. Manchón (Ed.).
14. Hyland F. The language learning potential of form-focused feedback on writing: Students' and teachers' perceptions. Learning-to-write and writing-to-learn in an additional language 2011, 159-180. John Benjamins, Amsterdam. R. Manchón (Ed.).
15. Kuiken F., Vedder I. Cognitive task complexity and linguistic performance in French L2 writing. Investigating tasks in foreign language learning 2007, 117-135. Multilingual Matters, Clevedon. M.P. García Mayo (Ed.).
16. Leki I. The preferences of ESL students for error correction in college level writing classes. Foreign Language Annals 1991, 24:203-218.
17. Leki I. A narrow thinking system: Non-native English speaking students in group projects across the curriculum. TESOL Quarterly 2001, 35:39-57.
18. Long M.H. The role of the linguistic environment in second language acquisition. Handbook of language acquisition: Vol. 2. Second language acquisition 1996, 413-468. Academic Press, New York. W.C. Ritchie, T.K. Bhatia (Eds.).
19. Manchón R. Writing to learn the language: Issues in theory and research. Learning-to-write and writing-to-learn in an additional language 2011, 61-84. John Benjamins, Amsterdam. R. Manchón (Ed.).
20. Qi D.S., Lapkin S. Exploring the role of noticing in a three-stage second language writing task. Journal of Second Language Writing 2001, 10:277-303.
21. Sachs R., Polio C. Learners' uses of two types of written feedback on a L2 writing revision task. Studies in Second Language Acquisition 2007, 29:67-100.
22. Schmidt R. The role of consciousness in second language learning. Applied Linguistics 1990, 11:192-196.
23. Schmidt R. Attention. Cognition and second language instruction 2001, 3-32. Cambridge University Press, Cambridge. P. Robinson (Ed.).
24. Sheen Y. The effect of focused written corrective feedback and language aptitude on ESL learners' acquisition of articles. TESOL Quarterly 2007, 41:255-283.
25. Shehadeh A. Effects and student perceptions of collaborative writing in L2. Journal of Second Language Writing 2011, 20:286-305.
26. Storch N. Are two heads better than one? Pair work and grammatical accuracy. System 1999, 27:363-374.
27. Storch N. How collaborative is pair work? ESL tertiary students composing in pairs. Language Teaching Research 2001, 5:29-53.
28. Storch N. Patterns of interaction in ESL pair work. Language Learning 2002, 52:119-158.
29. Storch N. Relationships formed in dyadic interaction and opportunity for learning. International Journal of Educational Research 2003, 37:305-322.
30. Storch N. Using activity theory to explain differences in patterns of dyadic interactions in an ESL class. The Canadian Modern Language Review 2004, 60:457-480.
31. Storch N. Collaborative writing: Product, process and students' reflection. Journal of Second Language Writing 2005, 14:153-173.
32. Storch N. Investigating the merits of pair work on a text editing task in ESL classes. Language Teaching Research 2007, 11:143-159.
33. Storch N. Critical feedback on written corrective feedback. International Journal of English Studies 2010, 10:29-46.
34. Storch N., Aldosari A. Learners' use of L1 (Arabic) in pair work activity in an EFL class. Language Teaching Research 2010, 14:355-376.
35. Storch N., Wigglesworth G. Writing tasks: The effect of collaboration. Investigating tasks in foreign language learning 2007, 157-177. Multilingual Matters, Clevedon. M.P. García Mayo (Ed.).
36. Storch N., Wigglesworth G. Learners' processing, uptake, and retention of corrective feedback on writing. Case studies. Studies in Second Language Acquisition 2010, 32:303-334.
37. Storch N., Wigglesworth G. Students' engagement with feedback on writing. Sociocognitive perspectives on language use and language learning 2010, 166-185. Oxford University Press, Oxford. R. Batstone (Ed.).
38. Suzuki W., Itagaki N. Learner metalinguistic reflections following output-oriented and reflective activities. Language Awareness 2007, 16:131-146.
39. Swain M. Communicative competence: Some roles of comprehensible input and comprehensive output in its development. Input in second language acquisition 1985, 235-253. Newbury House, Rowley, MA. S. Gass, C. Madden (Eds.).
40. Swain M. Three functions of output in second language learning. Principle & practice in applied linguistics: Studies in honour of H.G. Widdowson 1995, 125-144. Oxford University Press, Oxford. G. Cook, B. Seidlhofer (Eds.).
41. Swain M. Focus on form through conscious reflection. Focus on form in classroom second language acquisition 1998, 64-82. Cambridge University Press, Cambridge. C. Doughty, J. Williams (Eds.).
42. Swain M. The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. Sociocultural theory and second language learning 2000, 97-114. Oxford University Press, Oxford. J. Lantolf (Ed.).
43. Swain M. Integrating language and content teaching through collaborative tasks. Canadian Modern Language Review 2001, 58:44-63.
44. Swain M. Languaging, agency and collaboration in advanced second language learning. Advanced language learning: The contributions of Halliday and Vygotsky 2006, 95-108. Continuum, London. H. Byrnes (Ed.).
45. Swain M. 'Talking-it-through': Languaging as a source of learning. Sociocognitive perspectives on language use and language learning 2010, 112-130. Oxford University Press, Oxford. R. Batstone (Ed.).
46. Swain M., Lapkin S. Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics 1995, 16:371-391.
47. Swain M., Lapkin S. Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal 1998, 82:320-337.
48. Swain M., Lapkin S. Task based second language learning: the uses of the first language. Language Teaching Research 2000, 4:251-274.
49. Swain M., Lapkin S. Focus on form through collaborative dialogue: Exploring task effects. Researching pedagogic tasks: Second language learning, teaching and testing 2001, 99-118. Longman, London. M. Bygate, P. Skehan, M. Swain (Eds.).
50. Swain M., Lapkin S. Talking it through: two French immersion learners' response to reformulation. International Journal of Educational Research 2002, 37:285-304.
51. Tan L., Wigglesworth G., Storch N. Pair interactions and mode of communication: Comparing face-to-face and computer mediated communication. Australian Review of Applied Linguistics 2010, 33:1-24.
52. Truscott J. The case against grammar correction in L2 writing classes. Language Learning 1996, 46:327-369.
53. Truscott J. The effect of error correction on learners' ability to write accurately. Journal of Second Language Writing 2007, 16:255-272.
54. Van Beuningen C., De Jong N., Kuiken F. Evidence on the effectiveness of comprehensive error correction in second language writing. Language Learning 2012, 62:1-41.
55. Watanabe Y., Swain M. The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learner. Language Teaching Research 2008, 12:211-234.
56. Wigglesworth G., Storch N. Pair versus individual writing: Effects of fluency complexity and accuracy. Language Testing 2009, 26:45-466.
57. Wigglesworth G., Storch N. Feedback and writing development through collaboration: A socio-cultural approach. L2 writing development: Multiple perspectives 2012, 69-101. De Gruyter Mouton, New York. R. Manchón (Ed.).
58. Williams J. The potential role(s) of writing in second language development. Journal of Second Language Writing 2012, 21:321-331.