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Language Awareness Volume 28, 2019 - Issue 4
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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]
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Pages 247-267 | Received 26 Jul 2018, Accepted 21 Sep 2019, Published online: 23 Oct 2019

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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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 .

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