A Study on the Effects of Different Interaction Combinations and Language Levels on Continuous Writing in Online Environments

Abstract

This study was conducted with non-English sophomore students, aiming to explore the effects of different interaction combinations and language levels on continuous writing in an online environment, and compare the differences in lexical alignments and composition quality of learners with different interaction combinations and language levels in the same continuous writing task through experiments. The results show that the mean values of the word-phrase alignment of the paired group were higher than those of the individual group in different interaction combinations, and the two groups showed significant differences; in terms of composition quality, the individual group was better than the paired group, but there was no significant difference between the two groups in terms of task continuation. Secondly, the word-phrase alignment and composition scores of the different language-level groups were higher than those of the same language-level groups, and there was a significant difference between the two groups in terms of word-phrase alignments, but not in terms of composition scores. The results of this study can be useful and informative for second language teachers in future continuous teaching in online environments.