Chapter 7
Peer interaction in collaborative L2 writing across synchronous
and asynchronous CMC modes
This study examined the patterns and focus of
peer interaction in collaborative L2 writing across text-based
synchronous and asynchronous computer-mediated communication (SCMC
and ACMC). Participants comprised 22 college EFL learners, who
completed two Google-Docs-based collaborative expository writing
tasks via text-based SCMC or text-based ACMC. Google Docs comments
and history were analyzed. The predominant interaction pattern in
text-based SCMC was expert/novice, followed by the collaborative
pattern. In text-based ACMC, dominant/dominant, dominant/passive,
and dominant/withdrawn were the predominant patterns. During peer
interaction, learners focused on content and language rather than on
organization, regardless of modality. In text-based SCMC, learners
focused equally on language and content. In text-based ACMC,
learners focused more on language than on content.
Article outline
- Introduction
- Patterns of peer interaction in computer-mediated L2
CW
- The focus of peer interaction in computer-mediated L2
CW
- Patterns and focus of peer interaction in L2 CW across
modalities
- The study
- Methodology
- Participants
- Writing tasks
- Procedure
- Data coding and analyzing
- Patterns of peer interaction
- Collaborative dialogue
- Exit questionnaire
- Results
- Discussion
- Conclusion
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Notes
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References
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Appendix