L2 Collaborative Writing in Diverse Learning Contexts (Language Learning & Language Teaching, 59)

Collaborative writing (CW), as an effective instructional activity, has been widely implemented in second language (L2) classrooms over the last decades. Applied linguists’ interest in CW was reported to have increased by over seven times in the period of 2005–2016 (Lei & Liu, 2019). Following Storch’s (2013) seminal mono-graph titled “Collaborative writing in L2 classrooms”, a large number of studies on CW have been published, affording an accumulation of evidence supporting the benefits of CW in L2 classrooms. Entering the second decade of the 21st century, the proliferation of digital software has further brought about renewed and wide-spread attention to CW, particularly in computer-mediated settings. This book is the first collected volume of studies that comprehensively explores theoreti-cal, methodological, empirical, and pedagogical approaches to CW in diverse L2 learning contexts.