Collaborative Writing Tasks Research Articles

Attention to Form in Collaborative Writing Tasks: Comparing Pair and Small Group Interaction

Abstract:This study examines the opportunities that a collaborative writing task completed in pairs and in small groups offers for attention to form. Previous research suggests that collaborative writing activities encourage learners to focus their attention on language and to collaborate in the resolution of their language-related problems in ways that facilitate learning. While that research focused almost exclusively on dyads, the present study compares the performance of the same writing task by learners working in pairs (n = 64) and in groups of four (n = 80). It investigates the role played by the number of participants on the frequency, resolution, and length of language-related episodes (LREs) focused on Spanish past tense morphology. It also examines the learners’ level of engagement in these LREs. Findings indicate that both groups and pairs focused their attention on form relatively often, but groups produced a significantly higher number of past tense LREs and were also more successful at solving them. As a result, their texts were more accurate. The LREs produced by the groups were also longer and showed more evidence of elaborate engagement with past tense morphology, therefore providing enhanced opportunities for second language learning. The pedagogical implications of these findings are discussed.

EFL/ESL Learners’ Language Related Episodes (LREs) during Performing Collaborative Writing Tasks

This paper examined how the homogeneous dyads-- two EFL (i.e. Iranian) dyads and two ESL (i.e., Malaysian) dyads--consciously reflected on their language in the course of performing collaborative writing tasks. To this end, the dyads were asked to do fifteen writing tasks collaboratively. The pair talk was audio-recorded and transcribed for each dyad. It was revealed that EFL/ESL dyads had different orientations towards metatalk; EFL dyads tended to focus considerably more on meta-linguistic features of language than ESL dyads. The findings are discussed with a reference to the different status of the English language in the two contexts of Iran and Malaysia (i.e., EFL vs. ESL) as well as the effect of previous educational experiences of the learners. The findings of the study could be of pedagogical help and significance to educationists and practitioners.

Politeness Strategies in Wiki-mediated Communication of EFL Collaborative Writing Tasks

Informed by the theory of social constructivism and computer-mediatedcommunication (CMC), wiki-mediated collaborative writing has beenincreasingly implemented in second or foreign language classes.However, to date, no research has addressed students’ interaction andnegotiation of their social relationship during wiki-mediatedcollaboration. Drawing on politeness theory, particularly Brown andLevinson (1987)’s taxonomy of politeness strategies, this studyanalyzed the wiki-mediated discourse of one collaborative writinggroup in a Chinese EFL context. This particular writing groupconsisted of three EFL college students at a southwestern university inChina. This article examined specifically how this small group activelyengaged in social interaction by adopting politeness strategies duringasynchronous communication in a wiki “Discussion” module. Resultsrevealed that this small group used three types of politeness strategies,i.e. positive, negative, and bald on record skillfully, to establishfriendship, solidarity and respect while completing their collaborativewriting tasks smoothly and efficiently. This study validates the value oflinguistic politeness strategies in the analyses of social interactionoccurring in computer-mediated discourse and also suggests somepedagogical implications.

Speakers' Footing in a Collaborative Writing Task: A Resource for Addressing Disagreement While Avoiding Conflict

It is widely assumed in studies of conflict that either persons address and resolve disagreement by waging conflict or that persons avoid conflict and thereby fail to address disagreements. However, through our analysis of interactions of people engaged in a collaborative writing task, we found a number of instances where steps were taken to avoid waging conflict or to attenuate it when there was disagreement while still addressing the disagreement and seeking to resolve it. This was done by making use of the alternative footings of speakers engaged in collaboration on a writing task to wage conflict indirectly, off the record. Speakers faced with disagreement changed or adopted footings so as to secure or reify accord or avoid further discord. Three functions of adopting or changing footings when disagreements arise are identified.

Young Writers Facing a New Collaborative Writing Task

Abstract Though we continue to read about “collaborative writing” in and out of the classroom, there are few reports on young writers working together to produce single texts. Data from this study suggest that first-time young collaborators are likely to struggle for control of their writing group and for control of the common text; are ultimately likely to accept the leadership of the group member who makes best use of other members' skills; and are unlikely to employ problem-solving strategies which differ from those which they use as solitary writers. These findings point up the importance of social factors in collaborative ventures. They demonstrate that the teaching of writing in language-rich social contexts will require more than the creation of collaborative settings. Effective collaborative writing is likely to be an outgrowth of successful interpersonal and group dynamics as well as of individual writing skills.