Matsuda wrote in 2003 that “the changing currents in the field of L2 writing are driven by various extemporaneous changes — demographic, technological, and disciplinary — and L2 writing researchers’ effort to respond to those changes” (My emphasis. Matsuda, P., Canagarajah, A. S., Harklau, L., Hyland, K., & Warschauer, M., 2003). What is of interest here is how the technological part influences second language writing. More precisely, we focus on asynchronous collaborative writing forms – which mainly consists of wikis, since they present specificities: “Wikis turn traditional CMC activity around” (Warschauer, 2010, p. 5). Collaborative writing involves the use of technology since computers and online communication rendered the process feasible. This project focuses only on asynchronous writing and will not explicitly include synchronous writing research, although this area of research would also deserve some attention.

The new technologies that made collaborative writing possible and widely accessible were mainly developed in the last decade (e.g. Wikipedia was founded in 2000). Consequently, the field of research is only starting to respond to that new technology. In particular, the area of L2 collaborative writing is even more recent; and there does not exist a place online that provide researchers potentially interested in that area with a bibliography of the most relevant research and publications on that topic. This type of resource appears necessary since this particular area of research is fairly young: Warschauer (2010) cites only two references dealing with wikis and L2 writing. This resource website examines the literature that can help us answer the following questions: does collaborative writing benefit second language learners? If so, in what ways? As Lund (2008) argues, "we first need to map the wiki’s socio-technical affordances and interactions around, in, and through the wiki in order to understand the linguistic conventions and language learning potential that emerge” (p. 50).

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