How to Implement Collaborative Writing in Your Remote or Online L2 Classroom

Iuliia Rychkova

Collaborative writing is the process in which learners jointly construct written texts while having meaningful and purposeful communication on the text content and the group functioning. While some teachers still hesitate to implement this pedagogical method in their L2 classrooms, numerous studies have proven the effectiveness of such assignments for learners’ L2 development (e.g., Chen, 2019; Dobao, 2012; Shehadeh, 2011). 

First, being engaged in regular collaborative writing activities, students produce more grammatically accurate phrases (Dobao, 2012). However, literature analysis shows the benefits of collaborative writing extend beyond language accuracy to include content and organization (e.g., Chen, 2019; Shehadeh, 2011). Not only is collaborative writing beneficial for jointly written texts, but also for subsequent texts that students go on to produce individually (Chen, 2019). In this study, the comparison of written texts produced individually revealed that students who were exposed to collaborative writing practice outperformed those who were not in terms of accuracy, fluency, and quality (organization, vocabulary, and grammar) in subsequent, individually produced texts. 

Second, team writing engages learners in high cognitive tasks as they have to plan and discuss both the text content and the group functioning in the target language. Dobao (2012) studied communication episodes in pairs and small writing groups and found that learners working in small groups paid more attention to language and were more successful at solving language-related problems than learners working in pairs.

Finally, students exposed to collaborative writing describe it as beneficial for their L2 development and interpersonal interaction in general (Chen, 2019). In Shehadeh’s study, students reported “the collaborative writing activity had enabled them to generate ideas, exchange and pool ideas, discuss, plan, and generate their text, and put it in better shape” as well as contributing to “a positive social atmosphere in the classroom” (2011:297).

Here are some suggestions on how you can introduce collaborative writing assignments in your face-to-face or remote classroom. 

Collaborative principles 

Start with teaching your students the main principles that collaborative writing is based on. These are the three principles that should be followed in the group writing process:

Higher-order thinking - group members must define, discuss, and debate to solve complex problems that are assigned in the writing project. 

Division of labor - very large jobs that cannot be completed by one student within a limited time frame must be equally divided between the participants. 

Expertise - each collaborator has a different area of expertise to contribute, for instance, editor, reviewer, etc. (Lunsford, 1991, p.6). 

Step-by-step process

To ensure the success of collaborative writing, it is important for teachers to give clear instructions about the task and provide basic training on the group work process. Collaborative writing activities can start with brainstorming activities, followed by the joint construction of the text and then peer-review activities. In the joint construction stage, students can jointly discuss and plan the content for each paragraph.

Roles

It is advised that each group member has their own specific role or expertise in the writing task. This assures that every group member plays a part in the project as well as creates the feeling that every person matters for the common success. The roles can be assigned by the teacher or by the students themselves. The areas of expertise should be based on essential positions, for instance: 

Drafter – This person sits at the computer or with the paper and pen and does the primary writing. 

Reviewer – This person will read what the other person has written to identify and examine paragraph focus, idea arrangement, and development. This is done best when the reviewer reads out loud to the group. 

Editor – This person will do a grammar check, formatting, and review source integration (Huett & Koch, 2011).  

Dividing the work up benefits the entire group without putting too much strain on anyone. It is also a good idea to rotate roles in each assignment so that learners have an opportunity to practice various skills and provide feedback in every area. 

Technology

Technology is an often overlooked tool for face-to-face collaborative writing, but it can be very useful. Moreover, it enables implementing collaborative writing in online remote classrooms which is crucial at the time of world pandemics. Some learners may be reluctant to engage in collaborative writing activities; however, research shows that students are more willing to participate in collaborative computer-mediated tasks, for instance, using wikis (e.g., Kessler, 2009). Kessler argues that the reason why learners embrace collaboration much more readily is probably because wikis are so intrinsically collaborative; he also foresees computer-mediated writing as the future of collaborative writing tasks in L2 classrooms (2009).

Here are some of the technologies that you may utilize:

PBwiki is a collaborative tool that allows learners to contribute or modify course-related materials. Collaborative in nature, wiki facilitates community-building within a course as well as makes communication and sharing files easier. 

Google Docs is a free service that only requires a Gmail account (which nearly all students should already have) that allows students to work and write together in real time and facilitates communication. Such features as the ability to share documents among several people, commenting, and edit suggestions make Google Docs ideal for collaboration. What is more, Google Docs does not require any additional training or orientation as most students already have experienced it either for taking notes or using it to save their word documents.

Etherpad is another open-source platform with a minimalistic design that allows users to edit documents collaboratively in real-time just as Google Docs and it does not have to be installed on the computer. 

Padlet is a collaborative online bulletin board with a modern and intuitive design where faculty and students can share links, photos, and documents.

If you have not tried collaborative writing in your classroom yet, it is probably a good time to give it a shot. While requiring step by step training, careful coordination, and communication, collaborative writing assignments can yield excellent results and valuable experience for SL and FL learners. It also has the potential to vary remote class routines and allow students to connect at the time of social distancing. 

References

Chen, W. (2019).  An exploratory study on the role of L2 collaborative writing on learners’ subsequent individually composed texts. The Asia-Pacific Education Researcher 28(6), 563–573. https://doi.org/10.1007/s40299-019-00455-3

Dobao, A. F. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing 21(1), 40-58.

Huett, A, and Koch, R. (2011). Collaborative writing strategies. UNA: Center for Writing Excellence. URL: https://www.una.edu/writingcenter/docs/Writing-Resources/Collaborative%20Writing%20Strategies.pdf

Lunsford, A. (1991). Collaboration, control, and the idea of a writing center. The Writing Center Journal 12(1), 3-10.

Shehadeh, A. (2011). Effects and student perceptions of collaborative writing in L2. Journal of Second Language Writing 20, 286–305.