Feedback and writing development through collaboration: A socio-cultural approach

Abstract

While writing is generally considered to be a cognitive activity, collaborative writing incorporates both cognitive and social elements into the activity. Collaborative activities can activate learning mechanisms because interaction during collaboration may lead to disagreements, explanation, clarification, and other such cognitive processes. There is also some evidence that working together may allow learners to pool their linguistic resources resulting in writing output which is better than that which either individual might be able to produce alone. In this chapter, we contribute to the exploration of writing development with a study framed in sociocultural views of language learning in w..