This study reports the results of an open-ended questionnaire on the experiences of Korean university students who worked on task-based L2 bimodal collaborative writing enhanced by technology. Thirty-six English major students developed a reading text for 2nd-grade middle school students. Using Microsoft TEAMS as the main platform, participants conducted the collaborative writing task using real-time video conferencing, chatting, commenting, file and image posting, and (a)synchronous feedback/revision functions. Participants 1) used multiple tools to maximize their functions, 2) interacted collaboratively in every writing stage to achieve success, and 3) evaluated the quality of collaborative writing more highly than individual writing and perceived the positive impacts of collaborative writing on L2 writing in audience awareness, paraphrasing technique, and linguistic expressions. The levels of visual editing skills and awareness of online image copyright among students varied.

1. 서론
2.연구 방법
    2.1. 연구 참여자 및 절차
    2.2. 자료 수집과 분석
3. 결과 및 분석
    3.1. 협력적 글쓰기에 활용된 도구의 유형과 상호작용 방식
    3.2. 협력적 글쓰기 과정
    3.3. 협력적 글쓰기의 질과 쓰기 학습에 관한 인식
    3.4. 시각적 모드에 관한 인식
4. 결론
REFERENCES

• 문영인(Professor, Department of English Language and Literature, University of Seoul) | Moon, Young-in