Scrittura collaborativa in sincrono online a supporto dell'apprendimento del cinese come lingua straniera

This study investigates students’ perceptions of employing online synchronous collaborative writing on their Chinese learning experience. Five online lessons have been delivered to a group of 17 university students of Chinese at intermediate level. Data were collected through direct observation, a questionnaire, and open-ended questions. The results reveal that although the online synchronous and collaborative writing is perceived as motivating and effective in improving Chinese writing skills, increasing spontaneity and speed of composition, it is not considered a substitute for handwriting, nor is the potential of collaborative teaching practice fully perceived.