Abstract Collaborative writing (CW) has received much attention in recent decades. To help elucidate the existing scope of inquiry and guide future research efforts, this study presents a methodological and substantive review of 94 quantitative primary studies on collaborative second language (L2) writing implemented in face-to-face settings. Each study was coded for study context, demographic features, research focus, and measurements of the target features. In addition, each study was coded for methodological features including research design, analyses, and a number of reporting practices associated with transparency. The results indicated (a) a heavy focus on adult learners, intermediate proficiency, and dyads; (b) more attention to task-related variables, meaning-focused tasks, and L2 interactional features; and (c) substantial variability in the measurements of written output. Our results also revealed concerns about research and reporting practices such as inadequate reporting of pre-task training and reliability estimates. The findings imply that CW is a classroom-based domain of research informed by multiple related research areas (i.e., L2 writing, task-based language learning, second language acquisition). Drawing on our findings, we provide a number of empirically-grounded suggestions for future research in this domain.

中文翻译：

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面对面环境中的协作写作：实质性和方法论审查

摘要 近几十年来，协作写作（CW）备受关注。为了帮助阐明现有的探究范围并指导未来的研究工作，本研究对 94 项关于在面对面环境中实施的协作第二语言 (L2) 写作的定量初级研究进行了方法论和实质性审查。每项研究都针对研究背景、人口特征、研究重点和目标特征的测量进行了编码。此外，每项研究都针对方法特征进行了编码，包括研究设计、分析以及与透明度相关的一些报告实践。结果表明 (a) 高度关注成人学习者、中级熟练程度和二元组；(b) 更加关注与任务相关的变量、以意义为中心的任务和 L2 交互特征；(c) 书面输出的测量存在很大差异。我们的结果还揭示了对研究和报告实践的担忧，例如任务前培训和可靠性估计的报告不足。研究结果表明，CW 是一个基于课堂的研究领域，由多个相关研究领域（即 L2 写作、基于任务的语言学习、第二语言习得）提供信息。根据我们的发现，我们为该领域的未来研究提供了一些基于经验的建议。任务型语言学习、第二语言习得）。根据我们的发现，我们为该领域的未来研究提供了一些基于经验的建议。任务型语言学习、第二语言习得）。根据我们的发现，我们为该领域的未来研究提供了一些基于经验的建议。