Advanced search
Publication Cover
Language Awareness Volume 28, 2019 - Issue 4
Submit an article Journal homepage
2,230
Views
24
CrossRef citations to date
0
Altmetric
Original Articles

Implementing collaborative writing in teacher-centered classroom contexts: student beliefs and perceptions

Wenting ChenFaculty of English, Capital Normal University, Beijing, China; ORCID Iconhttp://orcid.org/0000-0002-0706-8716View further author information
ORCID Icon &
Shulin YuFaculty of Education, University of Macau, Taipa, Macau, ChinaCorrespondence[email protected]
View further author information
Pages 247-267 | Received 26 Jul 2018, Accepted 21 Sep 2019, Published online: 23 Oct 2019

Citations (24)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (6)

Kristen Doyle Highland & Jana Fedtke. (2023) Rethinking the essay: student perceptions of collaborative digital multimodal composition in the college classroom. Higher Education Pedagogies 8:1.
Read now
Wenting Chen. (2023) Investigating novice EFL writing teachers’ beliefs and practices concerning written corrective feedback across contexts: a case study from a complexity theory perspective. Language Awareness 32:3, pages 465-486.
Read now
Wenting Chen & Meixiu Zhang. (2023) Understanding an assessment approach in computer-mediated collaborative writing: Learner perceptions and interactions. Language Awareness 0:0, pages 1-24.
Read now
Wenting Chen & Wei Ren. (2022) Educating L2 learners about collaborative writing: exploring the relationship between knowledge of collaborative writing and writing products. Language Awareness 31:3, pages 371-391.
Read now
Angus Cheng & Art Tsang. (2022) Use and understanding of connectives: an embedded case study of ESL learners of different proficiency levels. Language Awareness 31:2, pages 155-174.
Read now
Wenting Chen & Jianwu Gao. (2022) Creating an online community of inquiry: learner practice and perceptions of community-based feedback giving in academic writing. Computer Assisted Language Learning 0:0, pages 1-28.
Read now

Articles from other publishers (18)

Emily Morgan. (2023) Japanese tertiary students’ perceptions of group work with explicit scaffolding. Language Learning in Higher Education 13:2, pages 371-391.
Crossref
Laya Heidari Darani, Mostafa Morady Moghaddam & Neil Murray. (2022) The Effect of Student-Led Small-Group Discussion as a Pre-writing Task on the Development of EFL Students’ Writing. The Asia-Pacific Education Researcher 32:5, pages 605-614.
Crossref
Pham Manh Tri, Nguyen Thi Thanh Van & Cao Thi Xuan Tu. 2023. Proceedings of the 19th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2022). Proceedings of the 19th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2022) 34 54 .
Emily Morgan & Vinh To. 2023. Education and the UN Sustainable Development Goals. Education and the UN Sustainable Development Goals 507 524 .
Ruifang Duan & Peilei Qiu. (2022) Survey on the Current Situation of College English Teaching in China’s Universities and the Direction of College English Teaching Reform and Development. Mobile Information Systems 2022, pages 1-12.
Crossref
Suthathip Thirakunkovit & Kornsiri Boonyaprakob. (2022) Developing Academic Writing Skills through a Task-Based Approach: A Case Study of Students’ Collaborative Writing. rEFLections 29:3, pages 526-548.
Crossref
Wenting Chen & Yueh-Ting Lee. (2022) Revisiting Proficiency Pairing in Collaborative Writing From an Equity Theory Perspective: Voices From High-Proficiency EFL Learners. SAGE Open 12:2, pages 215824402210872.
Crossref
Kim McDonough, Ahlem Ammar & Amal Sellami. (2021) L2 French students' conversations during interactive writing tasks and their interaction mindset. Foreign Language Annals 55:1, pages 222-236.
Crossref
Hanshu Wang & Chenyang Zhang. 2022. Online Distance Learning Course Design and Multimedia in E-Learning. Online Distance Learning Course Design and Multimedia in E-Learning 37 59 .
Chen Chen. (2022) Factors Affecting Online Chinese as a Foreign Language Learning Stickiness: A Study on International Students in China. Frontiers in Psychology 12.
Crossref
Yuying Liu & Wei Ren. (2021) Task-based language teaching in a local EFL context: Chinese university teachers’ beliefs and practices. Language Teaching Research, pages 136216882110442.
Crossref
Mengying Zhai. (2021) Collaborative writing in a Chinese as a foreign language classroom: Learners’ perceptions and motivations. Journal of Second Language Writing 53, pages 100836.
Crossref
Jingjing Lian, Ching Sing Chai, Chunping Zheng & Jyh-Chong Liang. (2021) Modelling the Relationship Between Chinese University Students’ Authentic Language Learning and Their English Self-efficacy During the COVID-19 Pandemic. The Asia-Pacific Education Researcher 30:3, pages 217-228.
Crossref
Hui Helen Li & Lawrence Jun Zhang. (2021) Effects of structured small-group student talk as collaborative prewriting discussions on Chinese university EFL students’ individual writing: A quasi-experimental study. PLOS ONE 16:5, pages e0251569.
Crossref
Aysheh Mohammadzadeh, Touran Ahour & Mahnaz Saeidi. (2020) A Sociocultural Perspective on Second Language Writing: The Effect of Symmetrical versus Asymmetrical Scaffolding on Intermediate EFL Learners’ Writing Accuracy, Fluency, and Complexity and Their Attitudes. Education Research International 2020, pages 1-10.
Crossref
José Luis Ortega Martín, Imke B. Hameleers, Juan-Manuel Trujillo-Torres & Antonio-José Moreno-Guerrero. (2020) A Comparison between Collaborative and Individual Writings in Promoting Motivation and Language Acquisition. Sustainability 12:19, pages 7959.
Crossref
Hui Helen Li, Lawrence Jun Zhang & Judy M. Parr. (2020) Small-Group Student Talk Before Individual Writing in Tertiary English Writing Classrooms in China: Nature and Insights. Frontiers in Psychology 11.
Crossref
Yap Teng Teng, Azlin Zaiti Zainal, Vinothini Vasodavan & Emily Lau Kui-Ling. 2020. ICT-Based Assessment, Methods, and Programs in Tertiary Education. ICT-Based Assessment, Methods, and Programs in Tertiary Education 169 190 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.