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.
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