Collaborative Writing in the L2 Classroom: Making the Most of Digital Social Tools
Ana Oskoz [+]
University of Maryland Baltimore County
Idoia Elola [+]
Texas Tech University
Oskoz and Elola argue that the advent of digital social tools has, to some extent, blurred the lines between reading and writing and has redefined literacy practices as being both collaborative and public. After defining collaborative writing and arguing for its central role in the L2 classroom, the authors examine current research on L2 collaborative writing, which is informed mainly by sociocultural and activity theories.