Interaction Dynamics in Collaborative Writing: The Impact of Communication Mode and Learner Goals in EFL Dyads

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Bibliografiske detaljer
Udgivet i:	Theory and Practice in Language Studies vol. 15, no. 6 (Jun 2025), p. 1834
Hovedforfatter:	Aldossary, Khaled S
Udgivet:	Academy Publication Co., Ltd.
Fag:	Saudi Arabia Students Feedback Collaboration Computer mediated communication Writing Cooperative learning Communication Chat Educational activities Equality English as a second language learning Community English as a second language Foreign language learning Human influences Second language writing Learning outcomes Computer assisted language learning Interpersonal communication Chinese languages Collaborative learning Objectives Dyads Foreign languages Language acquisition English language Competence Mutuality Activity theory Language Learning Activities Literature Reviews English (Second Language) Writing Processes Paragraph Composition Novices Writing Skills Synchronous Communication Collaborative Writing Writing Instruction Social Environment Second Language Learning English Learners Student Writing Models Outcomes of Education Opportunities Learner Engagement Computer Use Second Language Instruction Educational Facilities Improvement Cognitive Development
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Beskrivelse
Resumen:	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.
ISSN:	1799-2591 2053-0692
DOI:	10.17507/tpls.1506.12
Fuente:	Education Database