Collaborative Writing in L2 Classrooms

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  • Format: Hardcover
  • Copyright: 2013-07-04
  • Publisher: Multilingual Matters
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Supplemental Materials

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  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.


In this first book-length treatment of collaborative writing in second language (L2) classrooms, Neomy Storch provides a theoretical, pedagogical and empirical rationale for the use of collaborative writing activities in L2 classes, as well as some guidelines about how to best implement such activities in both face-to-face and online mode. The book discusses factors that may impact on the nature and outcomes of collaborative writing, and examines the beliefs about language learning that underpin learners' and teachers' attitudes towards pair and group work. The book critically reviews the available body of research on collaborative writing and identifies future research directions, thereby encouraging researchers to continue investigating collaborative writing activities.

Author Biography

Neomy Storch is Senior Lecturer in Applied Linguistics and ESL, at the School of Languages and Linguistics, The University of Melbourne. Her research interests include second language writing, peer interaction, feedback on writing, writing development, and the use of the first language in second language learning. She has presented and published widely on these issues, and is co-editor of the Australian Review of Applied Linguistics.

Table of Contents


Chapter 1: Introduction

Chapter 2: Theoretical and pedagogical rationale for collaborative L2 writing

Chapter 3: Collaborative writing: L2 learning and practice opportunities

Chapter 4: Factors affecting languaging in collaborative writing

Chapter 5: Collaborative writing and language learning

Chapter 6: Learners' perspectives of collaborative writing

Chapter 7: Computer mediated collaborative writing

Chapter 8: Conclusion: Pedagogical implications and research directions

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