Chapter 1. Sociocultural approaches to L2 digital collaborative writing

Abstract

Whereas collaborative writing is an established approach to second language (L2) education, the use of this approach in the L2 classroom has now been bolstered by the ubiquity of digital tools. Sociocultural theory (SCT) and activity theory (AT), both frameworks that inform digital collaborative writing, conceptualize writing as a holistic activity in which several key elements interact dynamically, including participants, tools, and outcomes. This chapter explores the value of knowledge sharing, meaning negotiation, scaffolding, mediation, intersubjectivity, and action completion – all pivotal tenets in collaborative writing – through these frameworks. It also illustrates critical issues (e.g., knowledge co-construction and interaction) and concludes by acknowledging unexplored areas of research and instructional practices that could further advance digital collaborative writing.