Interaction Dynamics in Collaborative Writing: The Impact of Communication Mode and Learner Goals in EFL Dyads
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| Publicado en: | Theory and Practice in Language Studies vol. 15, no. 6 (Jun 2025), p. 1834 |
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| Autor principal: | |
| Publicado: |
Academy Publication Co., Ltd.
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| Materias: | |
| Acceso en línea: | Citation/Abstract Full Text Full Text - PDF |
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| 022 | |a 1799-2591 | ||
| 022 | |a 2053-0692 | ||
| 024 | 7 | |a 10.17507/tpls.1506.12 |2 doi | |
| 035 | |a 3217767522 | ||
| 045 | 2 | |b d20250601 |b d20250630 | |
| 084 | |a 189829 |2 nlm | ||
| 100 | 1 | |a Aldossary, Khaled S |u Department of English Language, College of Arts, King Faisal University, Al Ahsa, Saudi Arabia | |
| 245 | 1 | |a Interaction Dynamics in Collaborative Writing: The Impact of Communication Mode and Learner Goals in EFL Dyads | |
| 260 | |b Academy Publication Co., Ltd. |c Jun 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 651 | 4 | |a Saudi Arabia | |
| 653 | |a Students | ||
| 653 | |a Feedback | ||
| 653 | |a Collaboration | ||
| 653 | |a Computer mediated communication | ||
| 653 | |a Writing | ||
| 653 | |a Cooperative learning | ||
| 653 | |a Communication | ||
| 653 | |a Chat | ||
| 653 | |a Educational activities | ||
| 653 | |a Equality | ||
| 653 | |a English as a second language learning | ||
| 653 | |a Community | ||
| 653 | |a English as a second language | ||
| 653 | |a Foreign language learning | ||
| 653 | |a Human influences | ||
| 653 | |a Second language writing | ||
| 653 | |a Learning outcomes | ||
| 653 | |a Computer assisted language learning | ||
| 653 | |a Interpersonal communication | ||
| 653 | |a Chinese languages | ||
| 653 | |a Collaborative learning | ||
| 653 | |a Objectives | ||
| 653 | |a Dyads | ||
| 653 | |a Foreign languages | ||
| 653 | |a Language acquisition | ||
| 653 | |a English language | ||
| 653 | |a Competence | ||
| 653 | |a Mutuality | ||
| 653 | |a Activity theory | ||
| 653 | |a Language | ||
| 653 | |a Learning Activities | ||
| 653 | |a Literature Reviews | ||
| 653 | |a English (Second Language) | ||
| 653 | |a Writing Processes | ||
| 653 | |a Paragraph Composition | ||
| 653 | |a Novices | ||
| 653 | |a Writing Skills | ||
| 653 | |a Synchronous Communication | ||
| 653 | |a Collaborative Writing | ||
| 653 | |a Writing Instruction | ||
| 653 | |a Social Environment | ||
| 653 | |a Second Language Learning | ||
| 653 | |a English Learners | ||
| 653 | |a Student Writing Models | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a Opportunities | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Computer Use | ||
| 653 | |a Second Language Instruction | ||
| 653 | |a Educational Facilities Improvement | ||
| 653 | |a Cognitive Development | ||
| 773 | 0 | |t Theory and Practice in Language Studies |g vol. 15, no. 6 (Jun 2025), p. 1834 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3217767522/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3217767522/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3217767522/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |