ERIC Number: EJ1235625
Record Type: Journal
Publication Date: 2019
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1475-939X
EISSN: N/A
The Impact of Computer-Mediated Contexts on Interaction Pattern of ESL Learners in Collaborative Writing
Technology, Pedagogy and Education, v28 n5 p547-562 2019
This case study examined dynamic interactions of two small teams of English as Second Language students when they performed two collaborative argument writing tasks in asynchronous and synchronous web-based contexts. The two teams exhibited different interaction patterns when switching between contexts. These patterns were identified in terms of 'equality' and 'mutuality' by analysing language functions and writing change functions during the process of collaborative writing. The dynamic feature of peer interactions in different contexts was explained. Participants' interviews and reflection papers, along with online discourse, revealed that contexts affect interactions through a set of different factors. The findings may help explain the variations of collaboration in online writing contexts, and provide insights into how the contexts should be considered in the design of web-based collaborative writing activities in L2 classes.
Descriptors: English (Second Language), Second Language Learning, Collaborative Writing, Second Language Instruction, Case Studies, Persuasive Discourse, Interaction Process Analysis, Writing Processes, Student Attitudes, Reflection, Computer Mediated Communication, Instructional Design, Teaching Methods, Writing Instruction, College Students, Foreign Countries, Web Sites, Chinese, Native Language, Web 2.0 Technologies, Editing, Writing Strategies, Asynchronous Communication
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A