Collaborative writing in L2 classrooms: A research agenda

2021 ◽  
pp. 1-19
Author(s):  
Mimi Li ◽  
Meixiu Zhang
Keyword(s):  
Language Learning ◽  
Research Agenda ◽  
Collaborative Writing ◽  
Recent Decade ◽  
Future Research ◽  
Assessment Practice ◽  
Theoretical Frameworks ◽  
Research Themes ◽  
Research Gap ◽  
Practice Development

Abstract Research on second language (L2) collaborative writing (CW) has proliferated over the recent decade and will continue to bloom due to the changing landscape of writing and learning in the digital age. This article provides a research agenda on CW in L2 classrooms. We illustrate six research themes for future research inquiry by pointing out the research gap, following a brief review of theoretical frameworks and existing empirical efforts on CW. We then expound on six specific research tasks that we deem to be pressing for this domain to progress, including more attention to multimodal CW, expanded frameworks for analyzing peer interaction and writing products, deployment of underused research techniques and improved research practice, development of CW assessment practice, as well as the inquiry of practitioners’ input on CW. We hope to provide guidance for future research endeavors by identifying avenues of investigations on CW and meanwhile contribute to the trajectory of vibrant research on L2 writing and language learning.

scholarly journals Developing a conceptual model of influences around integrated reporting, new insights and directions for future research

2017 ◽  
Vol 25 (4) ◽  
pp. 450-460 ◽  
Author(s):  
Charl de Villiers ◽  
Pei-Chi Kelly Hsiao ◽  
Warren Maroun
Keyword(s):  
Conceptual Model ◽  
Research Agenda ◽  
Design Methodology ◽  
Future Research ◽  
Special Issue ◽  
Integrated Reporting ◽  
Theoretical Frameworks ◽  
Content Type ◽  
Prior Literature ◽  
Research Questions

Purpose This paper aims to develop a conceptual model for examining the development of integrated reporting, relate the articles in this Meditari Accountancy Research special issue on integrated reporting to the model and identify areas for future research. Design/methodology/approach The paper uses a narrative/discursive style to summarise key findings from the articles in the special issue and develop a normative research agenda. Findings The findings of the prior literature, as well as the articles in this special issue, support the conceptual model developed in this paper. This new conceptual model can be used in multiple ways. Originality/value The special issue draws on some of the latest developments in integrated reporting from multiple jurisdictions. Different theoretical frameworks and methodologies, coupled with primary evidence on integrated reporting, construct a pluralistic assessment of integrated reporting, which can be used as a basis for future research. The new conceptual model developed in this paper can be used as an organising framework; a way of understanding and thinking about the various influences; a way of identifying additional factors to control for in a study; and/or a way of identifying new, interesting and underexplored research questions.

scholarly journals COMPUTER-ASSISTED COLLABORATIVE WRITING AND STUDENTS’ PERCEPTIONS OF GOOGLE DOCS AND WIKIS: A REVIEW PAPER

2020 ◽  
Vol 4 (1) ◽  
pp. 15-27
Author(s):  
Husam Masaoud Alwahoub ◽  
Mohd Nazri Latiff Azmi ◽  
Mohammad Halabieh
Keyword(s):  
Web 2.0 ◽  
Collaborative Writing ◽  
Recent Decade ◽  
Future Research ◽  
Computer Assisted ◽  
Extensive Literature ◽  
Google Docs ◽  
Teachers Perceptions ◽  
Promising Area ◽  
Future Research Directions

Computer-assisted collaborative writing has been gradually employed in L2 and FL contexts due to the introduction of Web 2.0 applications and tools (i.e., Google Docs and wikis) and its benefits in developing learners’ writing skills. Accordingly, extensive literature that dealt with computer-assisted collaborative learning and learners’ perceptions towards this activity has been condensed on shelves by time passing. Thus, a review of former studies over the recent decade is called forth aiming to ameliorate the difficulties of reaching this literature and to awaken broadened knowledge in this promising area. This paper reviewed and discussed about 40 relevant articles published from 2011 to 2019 that dealt with computer-assisted collaborative writing using Web 2.0 tools, precisely Google Docs and wikis, and learners’ perceptions towards this activity (computer-assisted collaborative writing) and tools. All the articles were selected according to specific criteria, where only a true collaborative writing peer-reviewed articles were selected. After that, two main themes were synthesized: (a) collaborative writing outcomes and (b) students’ perceptions, and specific research components in relation to each theme were further reviewed and summarized using illustrative tables. Drawing on the review of this literature, the researchers discuss pedagogical implications in terms of technology integration and writing development and address future research directions including systematically reviewing this topic with teachers’ perceptions of computer-assisted collaborative writing.

Language learning in a study-abroad context: Research agenda

2018 ◽  
Vol 51 (4) ◽  
pp. 553-566 ◽  
Author(s):  
Naoko Taguchi ◽  
Joseph Collentine
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
Language Learning ◽  
Learning Outcomes ◽  
Research Agenda ◽  
State Of The Art ◽  
The State ◽  
Empirical Methods ◽  
Theoretical Frameworks ◽  
Half Century

Isabelli-García, Bown, Plew & Dewey (forthcoming) presented the ‘state of the art’ in research on language learning abroad. Beginning with Carroll's (1967) claim that ‘time spent abroad is one of the most potent variables’ predicting second language (L2) abilities (p. 137), the scope of study-abroad research has grown multifold in guiding theoretical frameworks, empirical methods, and objects of examination. A half-century of work surveyed in Isabelli-García et al.’s review reveals diverse goals of investigation, ranging from studies focusing on documenting learning outcomes, to studies aiming to unveil the process and nature of learning in a study-abroad context.

A Theoretically Informed Approach to Collaborative Writing in EAP Contexts Using Web-Based Technologies

2018 ◽  
pp. 1-21 ◽  
Author(s):  
Kris Pierre Johnston ◽  
Geoff Lawrence
Keyword(s):  
Language Learning ◽  
Learning Communities ◽  
Collaborative Writing ◽  
Future Research ◽  
Web Based ◽  
Online Collaborative Learning ◽  
Writing Practices ◽  
Curricular Design ◽  
Technological Affordances ◽  
Writing Tools

This chapter examines the need for a theoretically-informed approach to collaborative English for Academic Purpose (EAP) pedagogy and research. It discusses the relevance of online collaborative learning in EAP and the call for a theoretically-informed facilitative framework to guide the use of online collaborative writing tools to sustain learning communities and language learning. It establishes the importance of virtual learning communities as catalysts for online collaboration and discusses the need to examine technological affordances, adopting an ecological perspective to inform curricular design. The chapter examines the relevance of the Community of Inquiry model and its three presences: cognitive, social and teaching, as a theoretical basis to inform a facilitative framework to design online collaborative EAP writing tasks. The chapter concludes with a discussion of the interactions of these three presences, details on how they can inform online EAP collaborative writing practices and the need for future research in this area.

scholarly journals ESL/EFL Learners' Responses to Teacher Written Feedback: Reviewing a Recent Decade of Empirical Studies

2021 ◽  
Vol 12 ◽  
Author(s):  
Rong Yu ◽  
Luxin Yang
Keyword(s):  
Language Proficiency ◽  
Empirical Studies ◽  
Recent Decade ◽  
Theoretical Framework ◽  
Future Research ◽  
Written Feedback ◽  
Mixed Method Research ◽  
Theoretical Frameworks ◽  
Efl Learners ◽  
Learner Responses

Teacher written feedback (TWF) has long been regarded as a necessary pedagogical tool for improving the writing proficiency of ESL/EFL learners, while student responses to this feedback can often reflect its effectiveness. This paper reviews 64 articles appearing in high-ranking journals during 2010–2021 in terms of research methodology, theoretical framework and main findings. Analysis of these articles reveals few studies adopted any theoretical frameworks to examine learner responses to TWF and suggests a need for longitudinal naturalistic studies adopting mixed methods and some theoretical framework such as sociocultural theory of mind (SCT) to better explain learners' dynamic engagement in response to TWF. The main findings of these previous studies reveal the diverse responses among learners at different language proficiency levels and in various sociocultural contexts. The results of the review indicate that future research could take classroom-based mixed-method research design to investigate learner variables.

Executive Compensation: A Multidisciplinary Review of Recent Developments

2007 ◽  
Vol 33 (6) ◽  
pp. 1016-1072 ◽  
Author(s):  
Cynthia E. Devers ◽  
Albert A. Cannella ◽  
Gregory P. Reilly ◽  
Michele E. Yoder
Keyword(s):  
Firm Performance ◽  
Executive Compensation ◽  
Research Agenda ◽  
Future Research ◽  
Methodological Issues ◽  
Executive Pay ◽  
Theoretical Frameworks ◽  
Theoretical Integration ◽  
Integrated Research ◽  
Recent Developments

The failure to document a consistent and robust relationship between executive pay and firm performance has frustrated scholars and practitioners for over three quarters of a century. Although recent compensation research has revealed alternative theoretical frameworks and findings that hold the potential to significantly improve our understanding of executive compensation, to date this diverse literature lacks theoretical integration. Accordingly, we develop a framework to organize and review these recent findings. We further identify methodological issues and concerns, discuss the implications of these concerns, and provide recommendations for future research aimed at developing a more integrated research agenda.

scholarly journals Medical, Health and Wellness Tourism Research—A Review of the Literature (1970–2020) and Research Agenda

2021 ◽  
Vol 18 (20) ◽  
pp. 10875
Author(s):  
Lina Zhong ◽  
Baolin Deng ◽  
Alastair M. Morrison ◽  
J. Andres Coca-Stefaniak ◽  
Liyu Yang
Keyword(s):  
Research Agenda ◽  
Travel Medicine ◽  
Future Research ◽  
Health And Wellness ◽  
Future Research Agenda ◽  
Research Themes ◽  
Wellness Tourism ◽  
Medical Health ◽  
And Behavior

Medical, health and wellness tourism and travel represent a dynamic and rapidly growing multi-disciplinary economic activity and field of knowledge. This research responds to earlier calls to integrate research on travel medicine and tourism. It critically reviews the literature published on these topics over a 50-year period (1970 to 2020) using CiteSpace software. Some 802 articles were gathered and analyzed from major databases including the Web of Science and Scopus. Markets (demand and behavior), destinations (development and promotion), and development environments (policies and impacts) emerged as the main three research themes in medical-health-wellness tourism. Medical-health-wellness tourism will integrate with other care sectors and become more embedded in policy-making related to sustainable development, especially with regards to quality of life initiatives. A future research agenda for medical-health-tourism is discussed.

Public appointments as a tool for public governance: a systematic literature review

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Simone Cocciasecca ◽  
Giuseppe Grossi ◽  
Alessandro Sancino
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Research Agenda ◽  
Geographical Area ◽  
Future Research ◽  
Academic Journal ◽  
Theoretical Frameworks ◽  
Public Governance ◽  
Content Type ◽  
Theoretical Approaches

PurposeThe purpose of this paper is to review previous research on public appointments to systematize existing knowledge, identify gaps and discuss implications for future research in this field.Design/methodology/approachThis paper is based on a systematic literature review, carried out using the Scopus database. We selected academic articles published in journals ranked in the 2018 CABS Academic Journal Guide plus public administration articles in journals classified by Google as falling within the areas of public policy and administration. The papers were analysed according to four categories: geographical area, theoretical framework, research method and organizational setting.FindingsResults show the lack of research regarding areas like Latin America or East Asia; from a theoretical viewpoint, given the lack of explicit theoretical approaches, future research should have more formal and clear theoretical frameworks. Moreover, given the dominance of case study and review/reflection studies, alternative research methods, such as surveys or mixed methods are suggested for future works.Research limitations/implicationsWe identify a new research agenda to revive the focus on public appointments as a tool for intra- and inter-organizational governance in the public sector. Specifically, we argue that how the process of public appointments is managed has huge democratic implications, and public managers have a key role to play in that respect by designing effective governance systems and organizational procedures. The selection of papers has been limited to articles published in peer- review journals ranked in the 2018 CABS Guide; no distinctions have been made regarding journals' positioning in the ranking. Moreover, this work takes a managerial and organizational approach, while the research on public appointments is clearly interdisciplinary, with previous contributions coming mainly from political scientists.Originality/valueDespite the relevant body of literature on this topic, this study represents the first manuscript to summarize the state of the art of this theme, providing a research agenda on this very relevant but quite neglected issue in public governance.

scholarly journals Narrative review and meta-analysis of MALL research on L2 skills

ReCALL ◽  
2020 ◽  
pp. 1-18
Author(s):  
Hongying Peng ◽  
Sake Jager ◽  
Wander Lowie
Keyword(s):  
Language Learning ◽  
Meta Analysis ◽  
Narrative Review ◽  
Mobile Technologies ◽  
Future Research ◽  
Duration Of Treatment ◽  
Theoretical Frameworks ◽  
Exclusion Criteria ◽  
Mobile Assisted Language Learning ◽  
Detailed Picture

Abstract This study employed a narrative review and a meta-analysis to synthesize the literature on mobile-assisted language learning (MALL). Following a systematic retrieval of literature from 2008 to 2017, 17 studies with 22 effect sizes were included based on predetermined inclusion and exclusion criteria. By categorizing the characteristics of the studies retrieved, the narrative review revealed a detailed picture of MALL research in terms of the language aspects targeted, theoretical frameworks addressed, mobile technologies adopted, and multimedia components used. The qualitative review helped to contextualize and interpret the results found in the meta-analysis, which revealed a large effect for mobile technologies in language learning, identified three variables (i.e. type of activities, modality of delivery, and duration of treatment) that might influence the effectiveness of mobile technologies, and confirmed the existence of a redundancy effect and a novelty effect in MALL practice. Implications for future research and pedagogy are discussed.

scholarly journals A REVIEW OF RESEARCH IN MOBILE ASSISTED COLLABORATIVE LANGUAGE LEARNING

2018 ◽  
Vol 34 (4) ◽  
Author(s):  
Ngo Cong Lem
Keyword(s):  
Language Learning ◽  
Research Design ◽  
Mobile Applications ◽  
Teaching Practice ◽  
Language Teaching ◽  
Mobile Technologies ◽  
Future Research ◽  
Control Group ◽  
Theoretical Frameworks ◽  
Collaborative Language

The article reviewed a selection of research in the field of foreign language teaching into mobile assisted collaborative language learning (Collaborative MALL) – the practice of applying mobile technologies, e.g., applications on mobile phones and laptops, in language teaching context. This review aimed to examine: (1) popular theoretical frameworks previous collaborative MALL research was based upon; (2) merits of applying collaborative MALL in language classroom; (3) strengths and shortcomings of previous studies’ research design and (4) implications for future research as well as for language teaching practice. The findings indicated that three common pedagogical approaches in collaborative MALL studies were game-based, task-based and seamless learning. The confirmed educational affordances of collaborative MALL systems involved facilitating language learners’ collaborative learning process, personalizing learning experience, improving linguistic achievement and enhancing learning motivation/autonomy. Previous research was additionally found to have strong theoretical frameworks, well-designed mobile applications, and examination of both learners’ linguistic improvement and their attitudes towards the technology implementation. However, several methodological weaknesses in previous studies were also identified, e.g., lacking control group in experimental design, insufficient information about the language test format and unclear grading process. Further research with more rigorous research design is warranted to explore the efficacy of collaborative MALL in augmenting learners’ linguistic accomplishments with new mobile applications and in different educational contexts.

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