Types, features, and effectiveness of technologies in collaborative writing for second language learning

TLDR

Technology‑enhanced collaborative writing for second‑language learning has attracted growing research interest, yet no recent review has focused on the types and effectiveness of the technologies involved. This study seeks to identify factors that make technology‑enhanced collaborative writing effective and to guide educators in selecting and implementing suitable tools. The authors performed a systematic review of 34 empirical studies published between 2009 and 2019. The review identified six main tool types—wikis, Google Docs, offline word processors, Facebook, chats, and forums—and found that these technologies generally improve joint and individual writing quality, motivation, confidence, and peer learning, though they can be ineffective when inconvenient, poorly planned, or lacking shared responsibility.

Abstract

Technology-enhanced collaborative writing for second language learning has been receiving accumulating attention from researchers and educators over years. However, there was a lack of updated review with foci on the types and effectiveness of technologies in collaborative writing. This study conducted a systematic and in-depth review of 34 relevant empirical studies from 2009 to 2019. The results showed that wikis, Google Docs, offline word processors, Facebook, chats, and forums were the six main types of tools for collaborative writing. Technologies had overall positive effects on students’ joint writing qualities, individual writing development, and perceptions of learning tasks. Advantages include prompting group interactions, helping students reflect on their work and identify errors and weakness, boosting learner motivation and confidence, facilitating writing, encouraging students to learn from others, and making the learning process enjoyable. Technologies may be ineffective when technologies were inconvenient to use, when students did not devote adequate effort to planning and reflection, and when students lacked co-responsibility for the writing. This research aims to help researchers and educators understand factors that lead to effective technology enhanced collaborative writing and assist their selection of appropriate technologies and implementation of collaborative writing in and out of class.