Chapter 7. From Silence to Synergy: Sparking Collaborative Learning in L2 Writing Classes.
Tiffany Blatchford, Michelle Jerrems, and I-Ting Tsai
Abstract
This chapter focuses on how digital tools can be implemented to help promote understanding, communication, and collaborative learning among Japanese EFL learners taking a required university academic writing course. Two tools, a daily planner and a progress spreadsheet, were designed to help learners visualize tasks required in the writing process and guide daily peer discussion, peer feedback, and the co-construction of meaning (Winzenried et al, 2017). Three instructors used these tools for two semesters across multiple writing classes, starting with smaller writing projects in the first semester and building to a longer research paper in the second semester. Observations from instructors and learner comments from a survey administered in the second semester indicate that the tools are helpful in guiding learners’ reflections and discussions with peers about their writing process. Accordingly, digital tools can be an effective way for instructors to support the development of these skills.
About the Contributors
Tiffani Blatchford works as a lecturer at Kanda University of International Studies. In addition to an MA in Applied Linguistics and TESOL from the University of Leicester, she holds a certificate in Writing Studies from the University of Alberta. Other research interests include learner autonomy and materials writing for CLIL.
Michelle Jerrems is a lecturer at Sofia University, Tokyo, with nearly 15 years of experience teaching in a variety of contexts in Japan. She received her Master of TESOL from Charles Sturt University, Australia. Research interests include motivation, autonomy, reflection, collaboration, and ICT.
I-Ting Tsai is a lecturer at Kanda University of International Studies. She obtained her Master of TESOL from Akita International University, Japan. Her research interests include autonomy and motivation, conversation analysis, and CLIL.
Citation
Blatchford, T., Jerrems, M., & Tsai, I. -T. (2026). From silence to synergy: Sparking collaborative learning in L2 writing classes. In A. E. Dawes & K. Jurns (Eds.), Cultivating confidence in L2 writing: Communicative and peer review practices. Candlin & Mynard. https://doi.org/10.47908/44/7
This chapter focuses on how digital tools can be implemented to help promote understanding, communication, and collaborative learning among Japanese EFL learners taking a required university academic writing course. Two tools, a daily planner and a progress spreadsheet, were designed to help learners visualize tasks required in the writing process and guide daily peer discussion, peer feedback, and the co-construction of meaning (Winzenried et al, 2017). Three instructors used these tools for two semesters across multiple writing classes, starting with smaller writing projects in the first semester and building to a longer research paper in the second semester. Observations from instructors and learner comments from a survey administered in the second semester indicate that the tools are helpful in guiding learners’ reflections and discussions with peers about their writing process. Accordingly, digital tools can be an effective way for instructors to support the development of these skills.
About the Contributors
Tiffani Blatchford works as a lecturer at Kanda University of International Studies. In addition to an MA in Applied Linguistics and TESOL from the University of Leicester, she holds a certificate in Writing Studies from the University of Alberta. Other research interests include learner autonomy and materials writing for CLIL.
Michelle Jerrems is a lecturer at Sofia University, Tokyo, with nearly 15 years of experience teaching in a variety of contexts in Japan. She received her Master of TESOL from Charles Sturt University, Australia. Research interests include motivation, autonomy, reflection, collaboration, and ICT.
I-Ting Tsai is a lecturer at Kanda University of International Studies. She obtained her Master of TESOL from Akita International University, Japan. Her research interests include autonomy and motivation, conversation analysis, and CLIL.
Citation
Blatchford, T., Jerrems, M., & Tsai, I. -T. (2026). From silence to synergy: Sparking collaborative learning in L2 writing classes. In A. E. Dawes & K. Jurns (Eds.), Cultivating confidence in L2 writing: Communicative and peer review practices. Candlin & Mynard. https://doi.org/10.47908/44/7
Information About the Book
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Title: Cultivating Confidence in L2 Writing: Communicative and Peer Review Practices
Editors: Edited by Ashton E. Dawes and Kathryn Jurns Publication date: May 2026 Read more... |