A Brief Review of Theoretical Underpinnings, Definitions and Typical Configurations of Collaborative Writing

Seyed Yasin Yazdi Amirkhiz      Kamariah Abu Bakar      Roselan Baki      Arshad Abd Samad     Karim Hajhashemi     

Abstract


The aim of this paper is to review the underlying concepts, theoretical background, the existing definitions, various forms of collaborative writing normally used in educational settings as well as some sample studies carried out in different contexts. The article begins by providing an epistemological dichotomy of the existing educational paradigms and discusses the positioning of collaborative learning in relation to the dichotomy (transmissional vs. transformative). It then considers how collaborative writing is theoretically backed up by the ideas of Bakhtin (1981), Halliday (1978), and Vygotsky (1978). The review also compares the salient definitions of collaborative writing and critically contrasts various configurations of collaborative writing with regard to the findings of research studies. The article concludes by recommending a few directions for the future research.

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International Journal of Applied Linguistics and English Literature ISSN 2200-3592 (Print) , ISSN 2200-3452 (Online)

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