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Collaborative Writing in the L2 Classroom: Making the Most of Digital Social Tools


 
Dublin Core PKP Metadata Items Metadata for this Document
 
1. Title Title of document Collaborative Writing in the L2 Classroom: Making the Most of Digital Social Tools - Digital L2 Writing Literacies
 
2. Creator Author's name, affiliation, country Ana Oskoz; University of Maryland Baltimore County; United States
 
2. Creator Author's name, affiliation, country Idoia Elola; Texas Tech University; United States
 
3. Subject Discipline(s) Linguistics
 
4. Subject Keyword(s) collaborative writing; sociocultural theory; activity theory; task-based language teaching; digital tools; multimodality
 
5. Subject Subject classification English as a Second Language (ESL); English as a Foreign Language (EFL); Second Language Acquisition (SLA)
 
6. Description Abstract 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.
 
7. Publisher Organizing agency, location Equinox Publishing Ltd
 
8. Contributor Sponsor(s)
 
9. Date (YYYY-MM-DD) 15-Sep-2020
 
10. Type Status & genre Peer-reviewed Article
 
11. Type Type
 
12. Format File format PDF
 
13. Identifier Uniform Resource Identifier https://journals.equinoxpub.com/index.php/books/article/view/34288
 
14. Identifier Digital Object Identifier 10.1558/equinox.34288
 
15. Source Journal/conference title; vol., no. (year) Equinox eBooks Publishing; Digital L2 Writing Literacies
 
16. Language English=en en
 
18. Coverage Geo-spatial location, chronological period, research sample (gender, age, etc.)
 
19. Rights Copyright and permissions Copyright 2014 Equinox Publishing Ltd