Shaping the Future of Collaborative Writing in Educational Settings

Emerging Trends and Research Opportunities

Authors

  • Mariana Martins Centro de Investigação Didática e Tecnologia na Formação de Formadores, Departamento de Educação e Psicologia, Universidade de Aveiro, Portugal https://orcid.org/0000-0002-1023-2177
  • Madalena Teixeira Centro de Investigação Didática e Tecnologia na Formação de Formadores, Departamento de Educação e Psicologia, Universidade de Aveiro, Portugal https://orcid.org/0000-0003-1064-3790
  • Rosa Maria Faneca Centro de Investigação Didática e Tecnologia na Formação de Formadores, Departamento de Educação e Psicologia, Universidade de Aveiro, Portugal https://orcid.org/0000-0002-7532-5905

DOI:

https://doi.org/10.25749/sis.38156

Keywords:

collaborative writing, semi-systematic literature review, SPAR4-SLR protocol

Abstract

Interest in collaborative writing in educational settings has increased over time, but research on this subject is broad, covering several topics across different learning contexts. To outline potential gaps or emerging trends for future research, a semi-systematic literature review was conducted on the Scopus database between 2023 and May 2024, following the SPAR4-SLR protocol. This process resulted in a corpus of 24 scientific articles, whose findings were analysed according to the categories of interaction, instruction, language learning, technology integration and distance learning, contextual elements and others. While the dynamics of interaction and the use of collaborative writing in language learning were extensively discussed within the sample, explicit instruction, technology integration, the impact on writing quality, and the association with the writing process were identified as topics requiring further research. The need for more studies at the primary, middle and secondary levels was also recognised.

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Author Biographies

Mariana Martins, Centro de Investigação Didática e Tecnologia na Formação de Formadores, Departamento de Educação e Psicologia, Universidade de Aveiro, Portugal

Doctoral candidate in Education (Didactics and Curriculum Development) at the University of Aveiro, and collaborator (research grant holder) in the AI Literacy Networking in Primary School project, at the Research Centre for Didactics and Technology in the Education of Trainers - University of Aveiro. Her main research interests are language didactics, especially writing didactics in Portuguese and the use of Generative Artificial Intelligence in the learning process, but also plurilingual approaches to teaching.

Madalena Teixeira, Centro de Investigação Didática e Tecnologia na Formação de Formadores, Departamento de Educação e Psicologia, Universidade de Aveiro, Portugal

Professor with Habilitation at the Department of Education and Psychology – University of Aveiro (UA) – and researcher (integrated member) at the Research Centre on Didactics and Technology in the Education of Trainers – University of Aveiro. National coordinator of the Erasmus project AI Literacy Networking in Primary School, director of the Master's program in Teaching Portuguese and Foreign Language in the 3rd Cycle of Basic and Secondary Education, and responsible lecturer of curricular units of Portuguese Didactics. The main research interest lies in the use of Generative Artificial Intelligence in language learning, with a particular focus on Portuguese Didactics and Teacher Education.

Rosa Maria Faneca, Centro de Investigação Didática e Tecnologia na Formação de Formadores, Departamento de Educação e Psicologia, Universidade de Aveiro, Portugal

Invited Assistant Professor at the Department of Education and Psychology, Researcher at the Research Centre on Didactics and Technology in the Education of Trainers (University of Aveiro, Portugal), and Institutional Coordinator of the Erasmus + VABIOLA project and the National Plurilingual Kamishibai Competition. Her main interests are language teaching, the teaching of Portuguese as a mother tongue and heritage language, teacher training, multilingual and intercultural education and plurilingual approaches to teaching.

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Published

2025-02-28

Issue

Vol. 13 No. 1 (2025): Science education and its relationship with other educations in global change scenarios

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