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Towards a quantitative model of understanding the dynamics of collaboration in collaborative writing

Published on Sep 1, 2019in Journal of Second Language Writing 3.32
· DOI :10.1016/j.jslw.2019.04.001
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 paper aims to add to Storch’s model by proposing a model of dyadic interaction that considers learners’ contribution to different aspects of CW and identifies collaboration types in a bottom-up fashion. Drawing upon a quantitative analysis of learners’ comparative involvement in major aspects of a CW task, a cluster analysis was performed to allow different collaboration types to emerge from a dataset of 35 pair talks. As a result, five collaboration types were detected, including organization noncollaborative type, language use noncollaborative type, task management noncollaborative type, content noncollaborative type, and collaborative type. Each collaboration type represents a distinct interactional pattern in relation to pair members’ engagement in crucial aspects of CW. Additionally, the paper examines the link between the nature of collaboration and learners’ co-constructed texts in CW. The results indicate that collaboration type does not influence text quality and linguistic accuracy of learners’ collaborative texts. Methodological and pedagogical implications are discussed.
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Published on Aug 1, 2018in System 1.55
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...
3 Citations Source Cite
Published on Mar 1, 2017in Journal of Second Language Writing 3.32
Mimi Li7
Estimated H-index: 7
(GS: Georgia Southern University),
Wei Zhu5
Estimated H-index: 5
(USF: University of South Florida)
Abstract The wiki has empowered collaborative writing in L2 classes during this decade. Previous studies investigated wiki writing processes, including students’ contribution to wiki texts and patterns of interaction, but scarce is the research on the quality of wiki writing products in relation to peer interaction during writing processes. This article reports a case study that examined collaborative wiki writing texts, and explored the links between wiki-mediated interactions and wiki products...
11 Citations Source Cite
Published on Mar 10, 2016
Amir Rouhshad4
Estimated H-index: 4
(University of Melbourne),
Neomy Storch26
Estimated H-index: 26
(University of Melbourne)
16 Citations Source Cite
Published on Mar 1, 2016in Journal of Second Language Writing 3.32
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 w...
19 Citations Source Cite
Published on Mar 1, 2015in Journal of Second Language Writing 3.32
Heike Neumann5
Estimated H-index: 5
(Concordia University),
Kim McDonough13
Estimated H-index: 13
(Concordia University)
Abstract In second language (L2) writing classrooms, prewriting discussions are one of the most commonly used collaborative activities ( Fernandez Dobao, 2012 , Storch, 2005 ), yet there has been little research about their relationship to students’ written texts. Recent L2 writing research has examined the textual features of co-constructed texts (e.g., Elola and Oskoz, 2010 , Kuiken and Vedder, 2002 , Storch and Wigglesworth, 2007 ), whereas the pretask planning literature has focused mainly o...
18 Citations Source Cite
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
56 Citations
Published on Dec 1, 2013in Studies in Second Language Acquisition 2.70
Luke D Plonsky19
Estimated H-index: 19
(NAU: Northern Arizona University)
This study assesses research and reporting practices in quantitative second language (L2) research. A sample of 606 primary studies, published from 1990 to 2010 in Language Learning and Studies in Second Language Acquisition , was collected and coded for designs, statistical analyses, reporting practices, and outcomes (i.e., effect sizes). The results point to several systematic strengths as well as many flaws, such as a lack of control in experimental designs, incomplete and inconsistent report...
60 Citations Source Cite
Published on Mar 20, 2013
Sandra Götz3
Estimated H-index: 3
(University of Giessen)
This book takes a new and holistic approach to fluency in English speech and differentiates between productive, perceptive, and nonverbal fluency. The in-depth corpus-based description of productive fluency points out major differences of how fluency is established in native and nonnative speech. It also reveals areas in which even highly advanced learners of English still deviate strongly from the native target norm and in which they have already approximated to it. Based on these findings, sel...
46 Citations Source Cite