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Exploring collaborative writing among large groups in online distance learning through a public forum and private chat tool

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Published in:ReCALL : the Journal of EUROCALL vol. 37, no. 1 (Jan 2025), p. 43
Main Author: Fang Mei
Other Authors: Ma, Qing, Tang, Jinlan, Zou, Bin
Published:
Cambridge University Press
Subjects:
Interviews
Computer assisted instruction > CAI
Communication
Student participation
Equality
Distance learning
Teachers
Second language writing
Editing
Computer mediated communication
Computer assisted language learning
Decision making
Online instruction
Collaborative learning
Interpersonal communication
Education
Language
Group dynamics
Investigations
Writing
Leadership
Data collection
Second language learning
Educational objectives
Learning outcomes
Students
Cooperative learning
Collaboration
Language acquisition
Large groups
Internet
Literature Reviews
Educational Research
Communication (Thought Transfer)
Student Leadership
Collaborative Writing
Online Courses
Language Proficiency
Learner Engagement
Distance Education
Learning Processes
Computers
Learning Experience
Educational Technology
Class Size
Novices
Program Proposals
Electronic Learning
Proposal Writing
Leadership Styles
Outcomes of Education
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Abstract:This study explored how collaborative writing, an often-used instructional strategy in second language (L2) learning, intersects with large-group dynamics, and investigated their potential impact on the quality of writing outcomes in an online distance learning course. Using a mixed-methods approach, the research scrutinized intra-group interaction processes in two large groups undertaking a computer-assisted language learning writing assignment and evaluated the impact of these interaction processes on their writing products. Data from discussions in both a public online forum and a private social communication platform (WeChat) were collected, systematically coded, and analysed quantitatively and qualitatively based on language functions. Data collection also included an assessment of the written products and follow-up group interviews. The findings indicate distinct interaction patterns between high-performing and low-performing groups, characterised by an expert/participant pattern and a dominant/passive pattern, respectively. Additionally, insights from the interviews shed light on these interaction patterns and the potential impact on student learning outcomes. The study suggests practical implications, highlighting the importance of task design in promoting high levels of collaborative knowledge construction to enhance students’ writing skills and L2 language learning in large-group settings.
ISSN:0958-3440
1474-0109
DOI:10.1017/S0958344024000211
Source:Psychology Collection