This study examines online collaborative writing (CW) teaching techniques via asynchronous computer-mediated communication multimodality, i.e., Google Docs. attempts to investigate what Indonesian learners perceive concerning collaboratively in Docs during learning. collected data from 20 Primary School Teacher Education (PSTE) students enrolling an English 3 (Academic Writing) class at a priva...

Literature informs that writing collaboratively can help students to interact more in class, lower their anxiety about completing tasks alone, and raise confidence. However, despite the benefits of collaborative writing, not all English as a Foreign Language (EFL) enjoy group. This study aimed at exploring male university students’ perceptions doing EFL online class using Google Docs. Data were...

Previous studies have explored the roles of metacognitive instruction and collaborative writing, separately, in English writing. Little attention has been paid to students’ writing complexity, accuracy, fluency (CAF). The present study aims bridge this gap through investigating integrated performances based on linguistic features CAF. focus was four groups: a collaborative-writing setting (n = ...

Collaborative writing is an approach teachers can apply to support their students’ development. However, despite the benefits from collaborative writing, some English as a Foreign Language (EFL) students might not enjoy in groups. This qualitative study aims explore perceptions of EFL female doing Writing for Media class, such how they think about finishing tasks collaboratively, and challenges...

This paper investigates whether using variations in proximity choices can improve outcomes of distributed, asynchronous collaborative writing (CW) teams that work on the Internet. This paper reports preliminary results of a field experiment on asynchronous collaborative writing using 550 participants over a month and a half. It is found that groups that met face-to-face for convergence processe...