Skip to main content Accessibility help
Hostname: page-component-77c89778f8-gvh9x Total loading time: 0 Render date: 2024-07-19T16:21:25.007Z Has data issue: false hasContentIssue false

8 - Collaborative Writing as Peer Feedback

from Section 2: - Shaping Feedback: Delivery and Focus Dimensions

Published online by Cambridge University Press:  19 July 2019

Ken Hyland
The University of Hong Kong
Fiona Hyland
The University of Hong Kong
Get access
Feedback in Second Language Writing
Contexts and Issues
, pp. 143 - 162
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)


Alegría de la Colina, A. & García Mayo, M. P. (2007). Attention to form across collaborative tasks by low-proficiency learners in an EFL setting. In García Mayo, M. P. (Ed.), Investigating Tasks in Foreign Language Learning (pp. 91116). Clevedon: Multilingual Matters.Google Scholar
Aydin, Z. & Yildiz, S. (2014). Using wikis to promote collaborative EFL writing. Language Learning & Technology, 18(1), 160–80.Google Scholar
Bitchener, J. & Storch, N. (2016). Written Corrective Feedback for L2 Development. Bristol, UK: Multilingual Matters.Google Scholar
Bradley, L., Lindström, B., & Rystedt, H. (2010). Rationalities of collaboration for language learning in a wiki. ReCALL, 22(2), 247–65.Google Scholar
Brooks, L. & Swain, M. (2009). Languaging in collaborative writing: Creation of and response to expertise. In Mackey, A. & Polio, C. (Eds.), Multiple Perspectives on Interaction in SLA (pp. 5889). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Bui, T. H. G. (2015). Using collaboration and technology to enhance Vietnamese students’ English writing skills. Unpublished PhD thesis, Queensland University of Technology, Australia.Google Scholar
Carson, J. G. & Nelson, G. L. (1994) Writing groups: Cross-cultural issues. Journal of Second Language Writing 3(1), 1730.CrossRefGoogle Scholar
Donato, R. (1994). Collective scaffolding in second language learning. In Lantolf, J. P. and Appel, G. (Eds.), Vygotskian Approaches to Second Language Research (pp. 3356). Norwood, NJ: Ablex.Google Scholar
Ede, L. & Lunsford, A. (1990). Singular Texts/Plural Authors. Carbondale: Southern Illinois University Press.Google Scholar
Elola, I. & Oskoz, A. (2010). Collaborative writing: Fostering foreign language and writing conventions development. Language Learning & Technology, 14(3), 5171.Google Scholar
Fernández Dobao, A. (2012). Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work. Journal of Second Language Writing, 21, 4058.Google Scholar
Fernández Dobao, A. & Blum, A. (2013). Collaborative writing in pairs and small groups: Learners’ attitudes and perceptions. System, 41, 365–78.Google Scholar
Ferris, D. (2003). Response to Student Writing: Implications for Second Language Students. Mahwah, NJ: Lawrence Erlbaum.CrossRefGoogle Scholar
Fortune, A. & Thorp, D. (2001). Knotted and entangled: New light on the identification, classification and value of language related episodes in collaborative output tasks. Language Awareness, 10(2–3), 143–60.CrossRefGoogle Scholar
Guardado, M. & Shi, L. (2007). ESL students’ experiences of online peer feedback. Computers and Composition, 24, 443–61.Google Scholar
Hansen, J. G. & Liu, J (2005). Guiding principles for effective peer review. ELT Journal, 59(1), 31–8.Google Scholar
Kessler, G. (2009). Student-initiated attention to form in wiki-based collaborative writing. Language Learning & Technology, 13, 7995.Google Scholar
Kessler, G., Bikowski, D., & Boggs, J. (2012). Collaborative writing among second language learners in academic web-based projects. Language Learning & Technology, 16(1), 91109.Google Scholar
Kim, Y. (2008). The contribution of collaborative and individual tasks to the acquisition of L2 vocabulary. The Modern Language Journal, 92, 114–30.Google Scholar
Kim, Y. & McDonough, K. (2008). The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners. Language Teaching Research, 12, 211–34.CrossRefGoogle Scholar
Lee, L. (2010). Exploring wiki-mediated collaborative writing: A case study in an elementary Spanish course. CALICO Journal, 27(2), 260–76.Google Scholar
Leki, I. ( 2007). Undergraduates in a Second Language: Challenges and Complexities of Academic Literacy Development. New York: Erlbaum Associates.Google Scholar
Li, M. & Zhu, W. (2013). Patterns of computer-mediated interaction in small writing groups using wikis. Computer Assisted Language Learning, 26, 6182.Google Scholar
Li, M. & Zhu, W. (2017). Explaining dynamic interactions in Wiki-based collaborative writing. Language Learning & Technology, 21(2), 96120.Google Scholar
Liu, J. & Hansen, J. (2002). Peer Response in Second Language Writing Classrooms. Ann Arbor, MI: University of Michigan Press.Google Scholar
Lund, A. (2008). Wikis: A collective approach to language production. ReCALL, 20, 3554.CrossRefGoogle Scholar
Lund, A. & Smørdal, O. (2006). Is There Space for the Teacher in a Wiki? Proceedings of the 2006 International Symposium on Wikis (WikiSym’06). Odense, Denmark: ACM Press, 3746.Google Scholar
Mak, B. & Coniam, D. (2008). Using wikis to enhance and develop writing skills among secondary school students in Hong Kong. System 36, 437–55.Google Scholar
Manchón, R. M., Roca de Larios, J., & Murphy, L. (2009) The temporal dimension and problem solving nature of foreign language composing processes. Implications for theory. In Manchón, R. M. (Ed.), Writing in Foreign Language Contexts. Learning, Teaching, and Research (pp. 102–29). Clevedon, UK: Multilingual Matters.CrossRefGoogle Scholar
McCarthy, S. J. & McMahon, S. (1992). From convention to invention: Three approaches to peer interactions during writing. In Hertz-Lazarowitz, R. & Miller, N. (Eds.), Interaction in Cooperative Groups. The Theoretical Anatomy of Group Learning (pp. 1735). Cambridge: Cambridge University Press.Google Scholar
Min, H. -T. (2005). Training students to become successful peer reviewers. System, 33, 293308.CrossRefGoogle Scholar
Min, H. -T. (2006). The effects of trained peer review on EFL students’ revision types and writing quality. Journal of Second Language Writing, 15(2), 118–41.Google Scholar
Mozaffari, S. H. (2017). Comparing student-selected and teacher-assigned pairs on collaborative writing. Language Teaching Research, 21(4), 496516.Google Scholar
Nelson, G. L. & Carson, J.G. (1998). ESL students’ perceptions of effectiveness of peer response groups. Journal of Second Language Writing, 7, 113–31.Google Scholar
Nelson, G. L. & Murphy, J. M. (1993). Peer response groups: Do L2 writers use peer comments in revising their drafts? TESOL Quarterly, 27(1), 135–41.CrossRefGoogle Scholar
Niu, R. (2009). Effect of task-inherent production modes on EFL learners’ focus on form. Language Awareness 18(3–4), 384402.Google Scholar
Oskoz, A. & Elola, I. (2012). Understanding the impact of social tools in the FL writing classroom: Activity theory at work. In Kessler, G., Oskoz, A. & Elola, I. (Eds.), Technology across Writing Contexts and Tasks (pp. 131–53). San Marcos, Texas: CALICO.Google Scholar
Rahimi, M. (2013). Is training student reviewers worth its while? A study of how training influences the quality of students’ feedback and writing. Language Teaching Research, 17(1), 6789.Google Scholar
Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59, 2330.CrossRefGoogle Scholar
Rouhshad, A. & Storch, N. (2016). A focus on mode: Patterns of interaction in face-to-face and computer-mediated contexts. In Sato, M. & Ballinger, S. (Eds.), Peer Interaction and Second Language Learning. Pedagogical Potentials and Research Agenda (pp. 267–90). Amsterdam/Philadelphia: John Benjamins.Google Scholar
Shehadeh, A. (2011). Effects and student perceptions of collaborative writing in L2. Journal of Second Language Writing 20(4), 286305.Google Scholar
Shin, S. -Y., Lidster, R., Sabraw, S., & Yeager, R. (2016). The effects of proficiency differences in pairs on idea units in collaborative text reconstruction task. Language Teaching Research, 20(3), 366–86.Google Scholar
Steinberger, F. (2017). Synchronous collaborative L2 writing with technology. Interaction and learning. Doctoral thesis, Ludwig-Maximilians University, Munich, Germany. Available: Scholar
Storch, N. (2001). How collaborative is pair work? ESL tertiary students composing in pairs. Language Teaching Research, 5(1), 2953.CrossRefGoogle Scholar
Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning 5(1), 119–58.Google Scholar
Storch, N. (2004). Using activity theory to explain differences in patterns of dyadic interactions in an ESL class. The Canadian Modern Language Review, 60(4), 457–80.Google Scholar
Storch, N. (2005). Collaborative writing: Product, process and students’ reflections. Journal of Second Language Writing, 14, 153–73.CrossRefGoogle Scholar
Storch, N. (2013). Collaborative Writing in L2 Classrooms. Bristol, UK: Multilingual Matters.Google Scholar
Storch, N. (2017a). Peer corrective feedback in computer-mediated collaborative writing. In Nassaji, H. & Kartchava, E. (Eds.), Corrective Feedback in Second Language Teaching and Learning (pp. 6679). New York: Routledge.Google Scholar
Storch, N. (2017b). Implementing and assessing collaborative writing activities in EAP classes. In Bitchener, J., Storch, N. & Wette, R. (Eds.), Teaching Writing for Academic Purposes to Multilingual Students: Instructional Approaches (pp. 130–44). New York & London: Routledge.Google Scholar
Storch, N. & Aldosari, A. (2010). Learners’ use of first language (Arabic) in pair work in an EFL class. Language Teaching Research, 14(4), 355–75.Google Scholar
Storch, N. & Aldosari, A. (2013). Pairing learners in pair work activity. Language Teaching Research, 17(1), 3148.Google Scholar
Storch, N. & Wigglesworth, G. (2007). Writing tasks: Comparing individual and collaborative writing. In del Pilar Garcia-Mayo, M. (Ed.), Investigating Tasks in Formal Language Learning (pp. 157–77). London: Multilingual Matters.Google Scholar
Strobl, C. (2014). Affordances of Web 2.0 technologies for collaborative advanced writing in a foreign language. CALICO Journal, 31(1), 118.Google Scholar
Swain, M. (1998) Focus on form through conscious reflection. In Doughty, C. and Williams, J., (Eds.), Focus on Form in Classroom Second Language Acquisition (pp. 6481). Cambridge: Cambridge University Press.Google Scholar
Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In Lantolf, J. (Ed.), Sociocultural Theory and Second Language Learning (pp 97114). Oxford: Oxford University Press.Google Scholar
Swain, M. (2006). Languaging, agency and collaboration in advanced second language learning. In Byrnes, H. (Ed.), Advanced Language Learning: The Contributions of Halliday and Vygotsky (pp. 95108). London, UK: Continuum.Google Scholar
Swain, M. (2010). Talking-it-through: Languaging as a source of learning. In Batestone, R. (Ed.), Sociocognitive Perspectives on Language Use and Language Learning (pp. 112–30). Oxford: Oxford University Press.Google Scholar
Swain, M. & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 82(3), 320–37.Google Scholar
Tan, L., Wigglesworth, G., & Storch, N. (2010). Pair interactions and mode of communication: Comparing face-to-face and computer-mediated communication. Australian Review of Applied Linguistics, 33(1), 124.CrossRefGoogle Scholar
Tsui, A. & Ng, M. (2000). Do secondary L2 writers benefit from peer comments? Journal of Second Language Writing, 9, 147–70.Google Scholar
Villamil, O. S. & Guerrero, M. C. M. de (2006). Sociocultural theory: A framework for understanding the social-cognitive dimensions of peer feedback. In Hyland, K. & Hyland, F. (Eds.), Feedback in Second Language Writing. Context and Issues (pp. 2341). New York: Cambridge University Press.Google Scholar
Vygotsky, L. S. (1978). Mind in Society. The Development of Higher Order Psychological Processes. Cambridge, Mass: Harvard University Press.Google Scholar
Wajnryb, R. (1990). Grammar Dictation. Oxford: Oxford University Press.Google Scholar
Watanabe, Y. & Swain, M. (2007). Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative dialogue between adult ESL learners. Language Teaching Research, 11, 121–42.CrossRefGoogle Scholar
Wells, G. (1999). Dialogic Inquiry. Towards a Sociocultural Practice and Theory of Education. Cambridge: Cambridge University Press.Google Scholar
Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem-solving. Journal of Child Psychology and Psychiatry, 17, 89100.Google Scholar
Yang, L. (2014). Examining the mediational means in collaborative writing: Case studies of undergraduate ESL students in business course. Journal of Second Language Writing, 23, 7489.CrossRefGoogle Scholar
Yang, M., Badger, R., & Zhen, Y. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing 15(3), 179200.Google Scholar
Yoshida, R. (2008). Learners’ perception of corrective feedback in pair work. Foreign Language Annals, 41, 525–41.CrossRefGoogle Scholar
Yu, S. & Lee, I. (2015). Understanding EFL students’ participation in group peer feedback of L2 writing: A case study from an activity theory perspective. Language Teaching Research, 19, 572–93.Google Scholar
Yu, S. & Lee, I. (2016). State-of-the-Art Article. Peer feedback in second language writing (2005–2014). Language Teaching, 49(4), 461–93.CrossRefGoogle Scholar
Zhao, H. (2010). Investigating learners’ use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom. Assessing Writing, 15(1), 317.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the or variations. ‘’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats