Includes bibliographical references and index.

Introduction -- Theoretical and Pedagogical Rationale For Collaborative L2 Writing -- Collaborative Writing: L2 Learning And Practice Opportunities -- Factors Affecting Languaging in Collaborative Writing -- Collaborative Writing and Language Learning -- Learners' Perspectives of Collaborative Writing -- Computer Mediated Collaborative Writing -- Conclusion: Pedagogical Implications and Research Directions.

In this first book-length treatment of collaborative writing in second language (L2) classrooms, Neomy Storch provides a theoretical, pedagogical and empirical rationale for the use of collaborative writing activities in L2 classes, as well as some guidelines about how to best implement such activities in both face-to-face and online mode. The book discusses factors that may impact on the nature and outcomes of collaborative writing, and examines the beliefs about language learning that underpin learners' and teachers' attitudes towards pair and group work. The book critically reviews the available body of research on collaborative writing and identifies future research directions, thereby encouraging researchers to continue investigating collaborative writing activities.