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.

This study investigates the collaborative task of dictogloss, which can be described as a communicative based activity which allows for the focus of form. The current study employed two dictogloss tasks in immediate repetition, and an examination was done concerning the ability of learners to notice recently taught target lexical items (TLIs) as they occurred during the individual and collaborative activities of the tasks. Fifty three Korean EFL learners enrolled as second year students in the English Department of a university in Seoul, South Korea, participated in the study. The results indicated that learners can successfully notice and attend to TLIs in addition to other grammatical forms during both individual and collaborative activity, and that immediate repetition of the dictogloss showed to increase these instances of noticing. The pedagogical implications of dictogloss as an effective learning procedure for promoting vocabulary noticing are discussed, in addition to the benefits of immediate repetition to further increase new vocabulary noticing.

This study is about a design method for deriving task safety scenarios for the application of collaborative robots. A five-step process for deriving task safety scenarios for collaborative robots has been proposed, which focuses on the type of collaboration between human and collaborative robot. The three types of collaboration were classified according to the collaboration workspace and the worktime of human and collaborative robot. Based on these three types of collaboration, task safety scenarios include scenarios that predict risk from unintended use during work. Collaboration with collaborative robot is a human-centered process because human actions can create dangerous situations. Besides, we improved the understanding of this design methodology by presenting examples of the application of task safety scenarios according to the process for each type of collaboration.