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Attempts at raising awareness of language and learning through collaborative writing in college

This paper results from a classroom study with Radio/TV Studies undergraduates over a period of 16 weeks (60 hours) to investigate: (1) group cooperation/collaboration in the writing of two texts requiring online interaction; (2) students' comments about the language/strategies they practiced and learned; and the impact on their awareness of language and learning. Assessment of collaboration was based on the work of five groups. Comments about language learning/motivation/challenges were also expressed in a final presentation/portfolio. Interpretive analysis shows that labor sharing is preferred, that learning is perceived to be more systematic because of the records of feedback/correction, and that students prefer to work mostly in class, which can be frustrating for advocates of autonomy in advanced language learning.