Effects of computer-mediated collaborative writing tasks on Chinese EFL learners’ writing development: a focus on group size

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ABSTRACT Despite support in previous studies for computer-mediated collaborative writing (CMCW) in L2 writing instruction, only a few studies have examined whether CMCW tasks can lead to individual writing development. Even less is known about the potential influence of group size on individual writing gains following CMCW. This study aims to investigate the effects of group size in the design of computer-mediated collaborative writing (CMCW) tasks on English as a foreign language learners’ overall writing performance, as well as on measures of writing complexity, accuracy, and fluency (CAF). A pre-test - post-test quasi-experimental research design was used with 56 second-year English major students from a Chinese university. Over eight weeks, the participants completed three out-of-class CMCW tasks either in pairs (n = 28) or in groups of four (n = 28). The effects of the CMCW tasks and group size were examined using gain scores on overall writing performance and CAF from timed argumentative pre- and post-test writing tasks. The results revealed the beneficial effects of CMCW tasks on improving students’ overall writing performance, accuracy, and fluency. It also indicated that students working in groups of four significantly outperformed those working in pairs on writing accuracy. Implications for CMCW tasks in the EFL context are discussed.