Although research about the potential learning outcome of collaborative writing in L2 or foreign language education has proliferated in the last few decades, little is known about students’ motivation in collaborative writing. This case study seeks to explore higher-proficiency (HP) students’ motivation in L2 collaborative writing, as well as factors influencing their motivation. The findings reveal that students with similar proficiency (HP) could have different levels of motivation, which may affect their participation. This study also found that knowledge of collaborative writing, previous beliefs and experiences of pair/group work, and perceived value of the role in the partnership were three major factors that influence students’ motivation in collaborative writing. This study makes several recommendations from a motivational perspective about how best to implement collaborative writing tasks in L2 classes.

中文翻译：

---

了解学生在二语协作写作中的动机

尽管关于二语或外语教育中合作写作的潜在学习成果的研究在过去几十年中激增，但对学生合作写作的动机知之甚少。本案例研究旨在探索高水平 (HP) 学生在二语协作写作中的动机，以及影响他们动机的因素。研究结果表明，具有相似能力（HP）的学生可能有不同程度的动机，这可能会影响他们的参与。本研究还发现，协作写作的知识、以前的结对/小组工作的信念和经验，以及伙伴关系中角色的感知价值是影响学生协作写作动机的三个主要因素。