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One wiki, two groups: Dynamic interactions across ESL collaborative writing tasks

Published on Mar 1, 2016in Journal of Second Language Writing 4.20
· DOI :10.1016/j.jslw.2016.01.002
Mimi Li7
Estimated H-index: 7
(GS: Georgia Southern University),
Deoksoon Kim8
Estimated H-index: 8
(USF: University of South Florida)
Abstract With the growing importance of Web 2.0 tools for communication and collaboration, small group writing using one such tool—the wiki—has been increasingly implemented in second language classes. A few researchers have examined group interactions during wiki-based collaborative writing, but little research has explored changes in interaction patterns that occur when students perform multiple wiki writing tasks. This study investigates two ESL groups’ interactions during two collaborative writing tasks that used a Wikispaces site in an English for Academic Purposes (EAP) course at an American university. We examined the dynamics of peer interaction across writing tasks for each group by inspecting (1) language functions performed during task negotiation, (2) writing change functions performed during text co-construction, (3) scaffolding strategies, and (4) changes in patterns of interaction across tasks. Data included wiki modules, interviews, and reflection papers. Our analyses show that two ESL groups working on identical tasks in the same wiki space enacted strikingly different patterns of interaction and that those patterns changed within each group across two tasks. We discuss these dynamics with reference to the fluidity of scaffolding occurring within small groups. This study fills a gap in computer-mediated collaborative writing research and also sheds new light on networked writing pedagogy.
  • References (43)
  • Citations (19)
Published on Mar 1, 2014in Journal of Second Language Writing 4.20
Luxin Yang2
Estimated H-index: 2
(Beijing Foreign Studies University)
Abstract This study examined the process of collaborative writing of three groups of ESL students at two Canadian business schools over one semester. Multiple sources of data were collected, including interviews, class observations, group discussions, e-mails, field notes, and written materials. Data analyses showed that L1 background, L2 proficiency, and group rules appeared to either facilitate or constrain the process of collaborative writing across the three groups. L1, as an important compo...
Published on Jan 1, 2014
Mimi Li7
Estimated H-index: 7
(USF: University of South Florida)
Due to recent developments in Web 2.0 technologies, computer-mediated collaborative writing has captured the growing attention of second language researchers and instructors. The affordance of wikis for collaborative writing has been hailed, but few studies have explored the nature of wiki collaboration and interaction during small group writing using wikis. This dissertation investigated dynamic group interactions in wiki-based collaborative writing tasks in an English for Academic Purposes (EA...
Published on Jul 4, 2013
Neomy Storch26
Estimated H-index: 26
Preface Chapter 1: Introduction Chapter 2: Theoretical and pedagogical rationale for collaborative L2 writing Chapter 3: Collaborative writing: L2 learning and practice opportunities Chapter 4: Factors affecting languaging in collaborative writing Chapter 5: Collaborative writing and language learning Chapter 6: Learners' perspectives of collaborative writing Chapter 7: Computer mediated collaborative writing Chapter 8: Conclusion: Pedagogical implications and research directions
Published on Sep 1, 2013in System 1.93
Mimi Li7
Estimated H-index: 7
(USF: University of South Florida)
This article reports on a case study that explored the process of wiki-based collaborative writing in a small group of English as a Foreign Language (EFL) students at a Chinese university. The study examined the archived logs from the group wiki ‘Discussion’ and ‘History’ modules with a focus on the group members’ scaffolded interaction when co-constructing texts in the wiki space. The analysis revealed that the participants were actively engaged in reciprocal communication in terms of content d...
Published on Feb 1, 2013in Computer Assisted Language Learning 2.02
Mimi Li7
Estimated H-index: 7
(SICNU: Sichuan Normal University),
Wei Zhu5
Estimated H-index: 5
Informed by sociocultural theory and guided especially by “collective scaffolding”, this study investigated the nature of computer-mediated interaction of three groups of English as a Foreign Language students when they performed collaborative writing tasks using wikis. Nine college students from a Chinese university participated in the wiki-mediated collaborative writing project. Analyses of data from the wiki “Discussion”, “Page”, and “History” modules on each group tab revealed that the three...
Published on Jan 1, 2013in The Canadian Journal of Action Research
Trudie Aberdeen1
Estimated H-index: 1
(U of A: University of Alberta)
Yin begins the fourth edition of his 6 chapter book by explaining that case study research is a “linear, but iterative process.” This statement is supported by a visual which is displayed on the first page of each chapter. Each chapter contains one step in the linear process of case design (planning, designing, preparing, collecting, analyzing, and sharing) as well as it highlights how each step requires the researcher to review and re-examine former decisions. As Yin points out, each chapter ca...
Published on Jun 1, 2012in TESOL Quarterly 2.72
Wei Zhu1
Estimated H-index: 1
(USF: University of South Florida),
Deborah A. Mitchell1
Estimated H-index: 1
(USF: University of South Florida)
This article reports a case study that examined English as a Second Language students' peer response stances from an activity theory perspective. More specifically, the study was guided by the constructs of activity and motive/object in Leont'ev's theory. Multiple sources of data were collected from two native Spanish-speaking students enrolled in a low-advanced EAP writing class, including recordings of their peer response sessions and individual interviews. An inductive and recursive qualitati...
Published on May 31, 2012in the CALICO Journal
Nike Arnold9
Estimated H-index: 9
Lara Ducate11
Estimated H-index: 11
Claudia Kost4
Estimated H-index: 4
This study examines the online writing and revision behaviors of university language learners. In small groups, 53 intermediate German students from three classes at three different universities created wiki pages with background information about a novel read in class. All meaning- and language-related revisions were analyzed to determine whether students revised only their own contributions (cooperation) or took responsibility for the text as a whole (collaboration). Results indicate that stud...
Published on Mar 1, 2012in Journal of Second Language Writing 4.20
Ana María Fernández Dobao6
Estimated H-index: 6
(UW: University of Washington)
Abstract This study investigates the benefits of collaborative writing tasks. Previous research from the perspective of the sociocultural theory of mind suggests that writing tasks completed in pairs offer learners an opportunity to collaborate in the solution of their language-related problems, co-construct new language knowledge, and produce linguistically more accurate written texts. Building on this research, the present study compares the performance of the same writing task by groups of fo...
Published on May 30, 2011in the CALICO Journal
Claudia Kost1
Estimated H-index: 1
This study investigated the use of wikis for collaborative writing projects. Fourth- and sixth-semester German students wrote several of the regularly assigned essay topics during one semester in collaboration with another student using a wiki. Participants used a variety of strategies in the planning, writing and revision phases of their essays. They also achieved a very high success rate in correcting the formal mistakes they detected by pooling their knowledge about language issues. The stude...
Cited By19
Published on Sep 1, 2019in Journal of Second Language Writing 4.20
Meixiu Zhang (NAU: Northern Arizona University)
Abstract Understanding the nature of collaboration is critical in collaborative writing (CW), as it impacts the amount of scaffolding that occurs and the amount of linguistic knowledge that can be retained (Storch, 2013). The most prevalent model to examine peer collaboration in CW is based on a global qualitative analysis of learners’ involvement in and control over a writing task (Storch, 2001a). However, this model does not account for the fluctuating nature of peer collaboration in CW. This ...
Published on Jul 4, 2019in Language Teaching Research 2.32
Meixiu Zhang (NAU: Northern Arizona University)
Despite previous research suggesting that first language (L1) use fulfills important functions in collaborative writing (CW) tasks, research has yet to examine whether L1 or second language (L2) us...
Published on Jun 1, 2019in System 1.93
Wenting Chen (Capital Normal University), Shulin Yu7
Estimated H-index: 7
(UM: University of Macau)
Abstract While research about group interactions during second language (L2) or foreign language (FL) collaborative writing has received considerable attention over the last decade, little is known about the role that individual factors like learner attitude plays in affecting patterns of interaction in collaborative writing. This case study aims to investigate how the change of student attitudes affects patterns of interaction and language learning opportunities in collaborative writing and the...
Published on Jun 1, 2019in Learning, Culture and Social Interaction 1.14
Maha Alghasab1
Estimated H-index: 1
(Ebor: University of York),
Jan Hardman3
Estimated H-index: 3
(Ebor: University of York),
Zöe Handley4
Estimated H-index: 4
(Ebor: University of York)
Abstract Wikis are widely considered to be student-centred platforms which promote collaborative learning. Previous research has, however, demonstrated that without teacher intervention some students fail to engage with one another collaboratively in these environments. This study contributes to the emerging literature on the role of teachers in supporting collaborative learning during wiki activities by examining teacher and student online interaction during wiki-mediated collaborative writing ...
Published on May 20, 2019in Computer Assisted Language Learning 2.02
Hsiu-Chen Hsu1
Estimated H-index: 1
(CYCU: Chung Yuan Christian University)
AbstractPrior research has shown that EFL learners who wrote collaboratively with partners using wikis improved the content quality and language accuracy of their L2 individual writing more than students who wrote individually. Drawing on the dataset from Hsu and Lo's study, the current study explores the nature of the students’ collaborative dialogue that occurred during wiki collaborative writing and the potential link between wiki collaboration and development in individual L2 writing. The st...
Published on Apr 11, 2019in Language Teaching Research 2.32
Wenting Chen (Capital Normal University), Susanna Hapgood2
Estimated H-index: 2
(UT: University of Toledo)
Although research about group interactions during second or foreign language (L2 or EFL) collaborative writing has proliferated in the last few decades, little is known about the role of psychological factors, like learners’ knowledge about collaborative writing, in affecting students’ patterns of interaction and learning in collaborative writing. Informed by metacognitive theory, this study used a mixed-method approach to investigate whether and how L2 students’ knowledge about collaborative wr...
Published on Apr 1, 2019
Hatime Çiftçi (BAU: Bahçeşehir University), Erhan Aslan2
Estimated H-index: 2
(University of Reading)
As current computer-mediated communication (CMC) research is omnipresent in the foreign/second language (L2) writing process, a synthesis of the research in this realm is needed to better understand and inform the current pedagogical practices with technology in language classrooms. This article presents a review of 38 studies identifying the major characteristics of CMC use in L2 writing process and aspects of L2 writing where CMC is embedded. The findings indicate that a variety of CMC-embedde...
Published on Nov 2, 2018in Computer Assisted Language Learning 2.02
Mimi Li7
Estimated H-index: 7
(Texas A&M University–Commerce)
ABSTRACTComputer-mediated collaborative writing has been increasingly implemented in L2 contexts due to wider awareness of affordances and benefits of Web 2.0 technologies. A systematic review of empirical studies over the recent decade is called forth in order to arouse broadened knowledge and provide new insights in this promising area. This study reviews 21 representative articles on computer-mediated collaborative writing published from 2008 to 2017 in top-tier peer-refereed journals. Holist...
Published on Aug 1, 2018in System 1.93
Meixiu Zhang1
Estimated H-index: 1
(NAU: Northern Arizona University)
Abstract Previous research has demonstrated that collaborative writing (CW) tasks are useful instructional activities as they increase the learning opportunities in language classrooms (Li & Zhu, 2017). However, when implementing CW tasks, language teachers in contexts where learners share an L1 are faced with a question—should learners interact with peers in the L1 or the L2? Existing research has focused on analyzing the functions of L1 interaction in CW, but no research has examined the effec...