Interaction Dynamics in Collaborative Writing: The Impact of Communication Mode and Learner Goals in EFL Dyads
DOI:
https://doi.org/10.17507/tpls.1506.12Keywords:
activity theory, collaborative writing, communication mode, interaction pattern, motiveAbstract
This study examined how six male English as a foreign language (EFL) learners engaged in dyadic collaborative writing via three communication modes: face-to-face, synchronous computer-mediated communication using only text chat, and synchronous computer-mediated communication using only voice chat. It also assessed the influence of learners’ individual goals. Participants were paired by proficiency, and activity theory was employed to analyze their interaction patterns in terms of mutuality and equality. Face-to-face and voice chat modes encouraged high mutuality, equality, dynamic exchange, immediate feedback, and engagement. However, the mutuality of text chat interactions focused on functionality, reducing opportunities for relational engagement and language-based discussion. While two pairs focused on balanced collaboration, the third developed an expert/novice dynamic, with one partner leading but facilitating joint decisions. Relational goals appeared crucial for mutual engagement, and effective communication modes appeared to optimize collaborative writing. These findings could inform the design of collaborative language learning tasks in various settings.
References
Aubrey, S. (2022). Dynamic engagement in second language computer-mediated collaborative writing tasks: Does communication mode matter? Studies in Second Language Learning and Teaching, 12(1), 59–86.
Aufa, F., & Storch, N. (2021). Learner interaction in blended collaborative L2 writing activities. In M. García Mayo (Ed.), Working collaboratively in second/foreign language learning (pp. 151–176). De Gruyter Mouton.
Bitchener, J., & Storch, N. (2016). Written corrective feedback for L2 development. Multilingual Matters.
Cho, H. (2017). Synchronous web-based collaborative writing: Factors mediating interaction among second-language writers. Journal of Second Language Writing, 36, 37–51.
Damon, W., & Phelps, E. (1989). Critical distinctions among three approaches to peer education. International Journal of Educational Research, 13(1), 9–19.
Donato, R. (1994). Collective scaffolding in second language learning. In J. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (Vol. 33456, pp. 33–56). Albex.
Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Orienta-Konsultit Oy.
Hardman, J. (2008). Researching pedagogy: An activity theory approach. Journal of Education, 45(1), 65–95.
Jiang, D., Kalyuga, S., & Sweller, J. (2021). Comparing face-to-face and computer-mediated collaboration when teaching EFL writing skills. Educational Psychology, 41(1), 5–24.
Jiang, W., & Eslami, Z. R. (2022). Effects of computer-mediated collaborative writing on individual EFL writing performance. Computer Assisted Language Learning, 35(9), 2701–2730.
Jin, Y., Dewaele, J. M., & MacIntyre, P. D. (2021). Reducing anxiety in the foreign language classroom: A positive psychology approach. System, 101, 102604. https://doi.org/10.1016/J.SYSTEM.2021.102604
Leont’ev, A. N. (1978). Activity, consciousness, and personality. Prentice-Hall.
Li, M. (2018). Computer-mediated collaborative writing in L2 contexts: An analysis of empirical research. Computer Assisted Language Learning, 31(8), 882–904.
Li, M., & Kim, D. (2016). One wiki, two groups: Dynamic interactions across ESL collaborative writing tasks. Journal of Second Language Writing, 31, 25–42.
Rouhshad, A., & Storch, N. (2016). A focus on mode. Patterns of interaction in face-to-face and computer-mediated contexts. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 267–289). John Benjamins.
Sippel, L. (2024). Maximizing the benefits of peer interaction: Form-focused instruction and peer feedback training. Language Teaching Research, 28(2), 413–439.
Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 52(1), 119–158.
Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14(3), 153–173.
Storch, N. (2021). Theoretical perspectives on L2 writing and language learning in collaborative writing and the collaborative processing of written corrective feedback. In R. M. Manchón & C. Polio (Eds.), The Routledge handbook of second language acquisition and writing (pp. 22–34). Routledge.
Storch, N., & Wigglesworth, G. (2007). Writing tasks: The effect of collaboration. In M. P. García Mayo (Ed.), Investigating tasks in foreign language learning (pp. 157–177). Multilingual Matters.
Tan, L. L., Wigglesworth, G., & Storch, N. (2010). Pair interactions and mode of communication: Comparing face-to-face and computer mediated communication. Australian Review of Applied Linguistics, 33(3), 27.1–27.24.
Vakili, S., & Ebadi, S. (2022). Exploring EFL learners’ developmental errors in academic writing through face-to-face and computer-mediated dynamic assessment. Computer Assisted Language Learning, 35(3), 345–380.
Watanabe, Y. (2008). Peer–peer interaction between L2 learners of different proficiency levels: Their interactions and reflections. The Canadian Modern Language Review, 64(4), 605–635.
Wigglesworth, G., & Storch, N. (2009). Pair versus individual writing: Effects on fluency complexity and accuracy. Language Testing, 26(3), 445–466.
