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ERIC Number: EJ1090045
Record Type: Journal
Publication Date: 2016-Feb
Pages: 21
Abstractor: As Provided
ISSN: EISSN-1094-3501
Effects of Web-Based Collaborative Writing on Individual L2 Writing Development
Bikowski, Dawn; Vithanage, Ramyadarshanie
Language Learning & Technology, v20 n1 p79-99 Feb 2016
This study investigated the effect of repeated in-class web-based collaborative writing tasks on second language writers' (L2) individual writing scores. A pre-test post-test research model was used in addition to participant surveys, class observations, and teacher interviews. Participants included 59 L2 writers in a writing class at a large U.S. university. The 32 participants in the experimental group engaged in four in-class web-based collaborative writing tasks, while the 27 participants in the control group engaged in the same four in-class web-based writing tasks but individually. A paired samples t-test revealed that both groups experienced statistically significant gains from their pre- to posttest scores. An independent sample t-test of pre- to post-test gains revealed that the participants in the collaborative web-based writing group experienced statistically significant writing gains in their individual writing over the participants in the individual web-based writing group. Participant survey results showed that the L2 writers valued the collaborative in-class writing tasks overall and that many participants in the individual group wished they had done in-class collaborative web-based writing. Three types of collaborative groups emerged. Pedagogical implications for technology-enhanced collaborative writing are discussed, and a Teaching Cycle for Web-Based Collaborative Writing is introduced.
University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A