Conflicts in peer interaction of collaborative writing – A case study in an EFL context

Abstract

Despite extensive interest in peer interaction in collaborative writing (CW) research, few studies have focused on conflict during the knowledge co-construction process. This study adopting a CT (complexity theory) perspective investigated the complex and dynamic nature of conflict during peer interaction in collaborative L2 writing. Recruited from a Chinese university, 15 students formed five face-to-face writing groups. With data triangulated with observation notes, stimulated-recall interviews, screen recordings, and tree diagrams, the study identified three types of conflict. One case group was chosen and analyzed in depth to reveal how elements in the conflict system dynamically interacted with the component agents and the context. We also examined the link between conflicts and the writing outcome. The results showed that cognitive conflicts led to better writing outcome in most cases, particularly in the absence of other types of conflict. However, when cognitive conflicts co-existed with other types of conflicts, students tended to perform less well in writing. Pedagogical implications for implementing CW in L2 writing classrooms are examined.