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Bringing New Literacies into the Secondary Classroom: A Case Study of Synchronous Collaborative Writing with Google Docs

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Title: Bringing New Literacies into the Secondary Classroom: A Case Study of Synchronous Collaborative Writing with Google Docs
Language: English
Authors: Soobin Yim (ORCID 0000-0003-2567-1452), Mark Warschauer (ORCID 0000-0002-6817-4416)
Source: Language Teaching Research Quarterly. 2025 51:409-431.
Availability: European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Peer Reviewed: Y
Page Count: 23
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 8
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Collaborative Writing, Writing (Composition), Writing Instruction, Computer Mediated Communication, Synchronous Communication, Grade 8, Language Arts, Essays, Student Attitudes, Teacher Attitudes, Computer Uses in Education, Group Dynamics, Editing, Peer Relationship
Geographic Terms: California
ISSN: 2667-6753
Abstract: Despite the increasingly widespread adoption of collaborative technology in K-12 writing instruction, little is known about how these new literacy practices shape students' academic writing experiences with synchronous online collaboration, particularly within the context of long-term curricular integration. Addressing this gap, this study examines middle school students' in-class use of Google Docs for synchronous collaborative writing over the course of a year, exploring how technology reshapes learning experiences and opens new pathways for interaction and literacy practices as suggested by Chapelle (2007). Based on qualitative analyses of multiple data sources--including student and teacher interviews, student reflections, and observations , we examined the perceived affordances and challenges of these new literacy practices, as well as the contextual factors that influence students' collaborative experiences. Findings revealed several key benefits of synchronous academic writing, including enhanced writing fluidity, reflective verbal composing, and audience awareness, while also revealing challenges such as an overemphasis on efficiency, and tensions over textual ownership. We conclude by emphasizing the pedagogical implications of effectively integrating synchronous collaborative writing into secondary classrooms and beyond.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494978
Database: ERIC
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  Data: Bringing New Literacies into the Secondary Classroom: A Case Study of Synchronous Collaborative Writing with Google Docs
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  Data: <searchLink fieldCode="AR" term="%22Soobin+Yim%22">Soobin Yim</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2567-1452">0000-0003-2567-1452</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mark+Warschauer%22">Mark Warschauer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6817-4416">0000-0002-6817-4416</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research+Quarterly%22"><i>Language Teaching Research Quarterly</i></searchLink>. 2025 51:409-431.
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  Data: European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
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  Data: 23
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Collaborative+Writing%22">Collaborative Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Synchronous+Communication%22">Synchronous Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Essays%22">Essays</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Uses+in+Education%22">Computer Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Dynamics%22">Group Dynamics</searchLink><br /><searchLink fieldCode="DE" term="%22Editing%22">Editing</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Data: 2667-6753
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  Data: Despite the increasingly widespread adoption of collaborative technology in K-12 writing instruction, little is known about how these new literacy practices shape students' academic writing experiences with synchronous online collaboration, particularly within the context of long-term curricular integration. Addressing this gap, this study examines middle school students' in-class use of Google Docs for synchronous collaborative writing over the course of a year, exploring how technology reshapes learning experiences and opens new pathways for interaction and literacy practices as suggested by Chapelle (2007). Based on qualitative analyses of multiple data sources--including student and teacher interviews, student reflections, and observations , we examined the perceived affordances and challenges of these new literacy practices, as well as the contextual factors that influence students' collaborative experiences. Findings revealed several key benefits of synchronous academic writing, including enhanced writing fluidity, reflective verbal composing, and audience awareness, while also revealing challenges such as an overemphasis on efficiency, and tensions over textual ownership. We conclude by emphasizing the pedagogical implications of effectively integrating synchronous collaborative writing into secondary classrooms and beyond.
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  Data: 2026
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  Data: EJ1494978
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      – Text: English
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        PageCount: 23
        StartPage: 409
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      – SubjectFull: Collaborative Writing
        Type: general
      – SubjectFull: Writing (Composition)
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      – SubjectFull: Writing Instruction
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      – SubjectFull: Computer Mediated Communication
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      – SubjectFull: Synchronous Communication
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      – SubjectFull: Grade 8
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      – SubjectFull: Language Arts
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      – SubjectFull: Essays
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Computer Uses in Education
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      – SubjectFull: Group Dynamics
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      – SubjectFull: Editing
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      – SubjectFull: Peer Relationship
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      – SubjectFull: California
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      – TitleFull: Bringing New Literacies into the Secondary Classroom: A Case Study of Synchronous Collaborative Writing with Google Docs
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