Kuteeva’s (2011) discourse analysis study conducted in an English for Academic Purposes setting also

advocates for a stronger reader–writer relationship in collaborative environments. She employed meta-
discourse textual analysis to compare the use of reader-oriented features and interactional meta-
discourse markers in individual and collaborative corpora (i.e., compilation of collaboratively-written
texts). The results that revealed a higher use of engagement markers (i.e., personal pronouns,
questions) in the wiki-based argumentative texts, combined with participants’ questionnaire responses,
suggested that writing on the wiki can contribute to raising students’ audience awareness, resulting in
more reader-oriented texts.

Johnson, D.W. & Johnson, R.T. (2018). Cooperative Learning: The Foundation for Active Learning
Retrieved August 11, 2021 from https://www.intechopen.com/chapters/63639

Mcleod, S. (2019). Constructivism as a theory for teaching and learning.

https://www.simplypsychology.org/constructivism.html

Gray, B., Stein, S.J., Osborne, P. & Aitken, R. (2013). Collaborative learning in a marketing strategy
education context. Practice and Evidence of Scholarship of Teaching and Learning in Higher
Education, 8 (1), 35-55. Retrieved August 11, 2021
https://pestlhe.org/index.php/pestlhe/article/view/74

Cockrell, K.S., Hughes Caplow, J.A. & Donaldson, J.F. (2000). A Context for Learning: Collaborative
Groups in the Problem-Based Learning Environment. The Review of Higher Education, Johns
Hopkins University Press ,23 (3), 347-363 DOI: 10.1353/rhe.2000.0008

Schreiber, L.M. & Valle, B.E. (2013). Social Constructivist Teaching strategies in the small group
classroom. Sage Journals, 44(4), 395-411, https://doi.org/10.1177/1046496413488422