What role for collaboration in writing and writing feedback

Writing is generally thought of as an activity which is carried out individually, often with feedback then provided by a teacher or colleague. While the use of pair or small group work in the second language classroom in relation to oral work has been extensively studied, and its benefits well documented, there are only a few studies which have documented the advantages of collaboration in written work, and in dealing with written feedback. Mostly conducted within a sociocultural framework, these studies suggest that collaborative writing provides learners with opportunities to learn through a discussion of the language they are using. In this paper, we explore the findings from the studies which have examined the effect of learners working in pairs or small groups on writing tasks, and the extent to which working predominantly in pairs, and receiving feedback on their writing in pairs, can enhance the language learning opportunities for learners through their ability to scaffold each other's contributions and knowledge. Drawing also on our own work from a large-scale study which examined learner's writing and their responses to feedback, we argue that learners working on writing activities in pairs can enhance learning by providing opportunities for the discussion of language. We conclude with a discussion of possible research directions in relation to further exploring collaborative writing and collaborative processing of feedback which may prove valuable for second language learners.

► We discuss how socio-cultural theoretical approaches impact on writing.
► Writing collaboratively may activate mechanisms which enhance learning for participants.
► Different types of feedback provided in response to writing can lead to varied levels of engagement.
► Much more research into writing as vehicle to enhance learning is required.