Grounded in research on collaborative writing and computer-mediated writing the present study examines the computer-mediated collaborative writing process among first-year learners of German as a second language (L2) at a US university. The data come from 28 first-year learners of German at a US university, who wrote hypothesized endings to a German feature-film in small groups in Google Docs. The results suggest an expansion of previous models of collaborative writing – based on participatory patterns along the axes of equality and mutuality – to reflect the nature of computer-supported collaboration. The results also confirm previous findings that during computer-supported collaborative writing, learners tend to prioritize meaning over form, however, in this project, participants were able to attend to both, in spite of their level of proficiency. Implications for further research and L2 pedagogy are explored after the discussion of the data.

Linking research on task-based collaborative L2 writing and computer-mediated writing, this study investigates the relationship between patterns of collaboration and the linguistic features of texts written during a computer-supported collaborative writing task using Google Docs. Qualitative analyses provide insights into the writing process of successful collaborative groups. Twenty-eight first-year learners of German at a U.S. university participated in the study. Working in small groups, they completed a creative writing task, developing a hypothesized ending to a German feature film. The results suggest that collaboratively-oriented groups produced texts with more propositional content and better coherence than less-collaborative groups. These findings confirm previous observations that learner-to-learner engagement encourages meaning-making. They also expand existing research by connecting collaborative patterns to the quality of L2 output. Other linguistic features typically used for evaluating writing quality in task-based language learning research (i.e., grammatical or lexical accuracy, syntactic complexity, or lexical diversity) did not seem to be related to collaborative patterns. The article concludes with pedagogical and research insights into computer-supported collaborative writing among lower-proficiency L2 learners and the possibilities and limitations of Google Docs for analyzing data in such environments.

The process of learning a new language can be filled with many emotions, both positive and negative, for the learner. This is particularly true in the area of writing, where students may feel a close connection to their sense of self. Thus far, the foreign language teaching profession has tended to prioritize cognition over emotion in research and classroom practice, with limited attention paid to the role of emotions in language learning. Recently, however, scholars, influenced by psychology, have taken a more active look at how emotions might mediate language learning. Among these scholars, Rebecca Oxford proposed a model that integrates tenets of positive psychology and second language learning, which she has designated as EMPATHICS. This nine-component model examines emotions/empathy, meaning/motivation, perseverance, agency/autonomy, time, hardiness/habits of mind, intelligences, characteristics, and self-factors. In this paper, we apply the EMPATHICS model to teaching second language writing and offer suggestions for task design at different stages of the writing process. While many second language teachers already incorporate some aspects of positive psychology in their classroom, becoming explicitly aware of its potential to foster better learning outcomes behooves us all.

Despite a growing body of research on task-based language learning (TBLT) (Samuda & Bygate, 2008; Ellis, 2003), there is still little information available regarding the pedagogical design behind tasks and how they are implemented (Samuda & Bygate, 2008). Scholars in computer-mediated second language (L2) learning have called for research to fill in this gap by reflecting critically on task design and the subsequent implementation process (Fuchs, Hauck & Müller-Hartmann, 2012; Hampel, 2010; Hampel & Hauck, 2006; Hampel & Plaines, 2013; Hauck, 2010), instead of considering a task an “unproblematic fait accompli” (O’Dowd & Ware, 2009: 174). In response to this charge, the present case study provides a critical analysis of tasks carried out in a first-year German language course built around the weekly TV-series,Rosenheim-Cops(ZDF). These tasks drew from research on multimodality (Kress & van Leeuwen, 2001; Norris & Maier, 2014) providing a framework for understanding how multiple semiotic systems work together to create meaning. The insights provided by this study have relevance for research on multimodal task design (Hampel & Hauck, 2006) through examining the possibilities and limitations of beginner second language (L2) learners’ effective use of authentic resources. The results suggest that the tasks encouraged semiotic awareness, helped activate referential knowledge useful for accessing multimodal resources, and elicited a positive response to authentic L2 use in context. The challenges of implementing these tasks included variation in learners’ engagement with authentic multimedia resources, either due to L2 skills levels or the level of interest in the particular resource used.

Most studies on task-based language learning focus on the oral performance of advanced level learners of English as a second language (ESL), while little research examines the written performance of beginning language learners in non-ESL contexts. This exploratory study aims to address this gap, by examining the effect of pre-writing tasks on second language (L2) writing among 24 first-semester learners of German. One group completed collaborative, meaning-focused pre-writing tasks, while the comparison group completed grammar-focused activities, also in pairs. In line with task-based language research, learners’ performance was analysed in terms of complexity, accuracy, fluency, and lexical richness, as well as a global measure of quality, to reflect the multi-componential nature of L2 performance. The results suggest that collaborative, meaning-focused pre-writing tasks improved grammatical accuracy and lexical richness, as well as the overall quality of learners’ writing. The findings also offer insights into the effectiveness of using CAF and measures of communicative adequacy for analysing beginning L2 performance.

Research on second language (L2) grammar in task-based language learning has yielded inconsistent results regarding the effects of task-complexity, prompting calls for more nuanced analyses of L2 development and task performance. The present cross-sectional study contributes to this discussion by comparing the performance of 245 learners of German at two universities in the USA on two types of assessment tasks using multidimensional analyses of grammatical accuracy, fluency and complexity. Results show that: (1) grammatical accuracy in learner performance did not improve linearly across two years of instruction in either task condition; (2) participants tended to perform more accurately in the integrative task than on discrete-point items; (3) second-year learners wrote more fluently than first-year learners; and (4) fourth-semester learners wrote more complex sentences than other groups. The results yield important research, pedagogical and curricular insights.