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The Impact of Computer-Mediated Collaborative Writing on the Acquisition of Russian Impersonal Sentences: A Pilot Study.

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Title: The Impact of Computer-Mediated Collaborative Writing on the Acquisition of Russian Impersonal Sentences: A Pilot Study.
Authors: Moroni, Elisa1 (AUTHOR) elisa.moroni@uab.cat
Source: Instructed Second Language Acquisition. Nov2025, Vol. 9 Issue 2, p198-229. 32p.
Subject Terms: *Collaborative learning, *Teaching methods, *Fluency (Language learning), *Authorship collaboration, Russian language, Social interaction
Abstract: This pilot study examines the impact of computer-mediated collaborative writing (CMCW) on the acquisition of Russian impersonal constructions by B1-level learners at an Italian university. As part of a broader Ph.D. project, the study explores how collaborative writing (CW) influences grammatical accuracy in L2 Russian. A pre-/post-test design was implemented, involving online dictogloss and creative writing tasks. Two groups (n = 6) were compared: one engaged in individual writing, the other in collaborative writing. Descriptive statistics revealed a modest advantage for the collaborative group in the accurate use of impersonal forms. Peer interaction and metatalk appeared to support learners' engagement with complex grammatical structures. Despite the small sample size, findings suggest that CMCW tasks may enhance learners' attention to form and promote grammatical development. The study offers pedagogical insights for language educators, highlighting the potential of collaborative approaches to support the acquisition of morphosyntactically complex features in typologically distant languages. [ABSTRACT FROM AUTHOR]
Copyright of Instructed Second Language Acquisition is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Label: Title
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  Data: The Impact of Computer-Mediated Collaborative Writing on the Acquisition of Russian Impersonal Sentences: A Pilot Study.
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  Data: <searchLink fieldCode="AR" term="%22Moroni%2C+Elisa%22">Moroni, Elisa</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> elisa.moroni@uab.cat</i>
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  Data: <searchLink fieldCode="JN" term="%22Instructed+Second+Language+Acquisition%22">Instructed Second Language Acquisition</searchLink>. Nov2025, Vol. 9 Issue 2, p198-229. 32p.
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  Data: *<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Fluency+%28Language+learning%29%22">Fluency (Language learning)</searchLink><br />*<searchLink fieldCode="DE" term="%22Authorship+collaboration%22">Authorship collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Russian+language%22">Russian language</searchLink><br /><searchLink fieldCode="DE" term="%22Social+interaction%22">Social interaction</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This pilot study examines the impact of computer-mediated collaborative writing (CMCW) on the acquisition of Russian impersonal constructions by B1-level learners at an Italian university. As part of a broader Ph.D. project, the study explores how collaborative writing (CW) influences grammatical accuracy in L2 Russian. A pre-/post-test design was implemented, involving online dictogloss and creative writing tasks. Two groups (n = 6) were compared: one engaged in individual writing, the other in collaborative writing. Descriptive statistics revealed a modest advantage for the collaborative group in the accurate use of impersonal forms. Peer interaction and metatalk appeared to support learners' engagement with complex grammatical structures. Despite the small sample size, findings suggest that CMCW tasks may enhance learners' attention to form and promote grammatical development. The study offers pedagogical insights for language educators, highlighting the potential of collaborative approaches to support the acquisition of morphosyntactically complex features in typologically distant languages. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Instructed Second Language Acquisition is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.3138/isla-2025-0008
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      – Code: eng
        Text: English
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      – SubjectFull: Teaching methods
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      – SubjectFull: Fluency (Language learning)
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      – SubjectFull: Authorship collaboration
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      – SubjectFull: Russian language
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              Text: Nov2025
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