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<p style="text-align: justify;">Despite the increasingly widespread adoption of collaborative technology in K-12 writing instruction, little is known about how these new literacy practices shape students&rsquo; 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&mdash;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&rsquo; 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.</p>

ltrq.2025.51.12.pdf

Original Research 

ltrq.2025.51.12.xml

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

Guest-editors: 
Christine Coombe 
Higher Colleges of Technology, Dubai, UAE 
Tony Clark 
Cambridge University Press & Assessment, UK 
Hassan Mohebbi 
European Knowledge Development Institute, Turkey


Special Issue: In Honour of Carol A. Chapelle’s Contributions to Language Assessment and Learning (Volume 51-Second Part)