Adolescent ELLs' collaborative writing practices in face-to-face and online contexts: From perceptions to action

This multiple case study explores adolescent ELLs' collaborative writing practices in face-to-face and online contexts from an ecological perspective, focusing on adolescent ELLs' perceptions of collaborative writing and their development of writing through collaboration. The findings reveal both benefits and challenges adolescent ELLs face during collaborative writing activities as well as their perceptions of teacher and student feedback both face-to-face and online. The study examines in detail how adolescent ELLs changed their writing in response to feedback from and collaboration with their peers. These findings contribute to research on and practice in adolescent L2 writing by showing the adolescent ELLs' literacy development through collaboration in face-to-face and online contexts.