TY - JOUR
T1 - Exploring collaborative writing among large groups in online distance learning through a public forum and private chat tool
AU - Mei, Fang
AU - Ma, Qing
AU - Tang, Jinlan
AU - Zou, Bin
N1 - Publisher Copyright:
© The Author(s), 2024.
PY - 2025/1/10
Y1 - 2025/1/10
N2 - This study explored how collaborative writing, an often-used instructional strategy in second language (L2) learning, intersects with large-group dynamics, and investigated their potential impact on the quality of writing outcomes in an online distance learning course. Using a mixed-methods approach, the research scrutinized intra-group interaction processes in two large groups undertaking a computer-assisted language learning writing assignment and evaluated the impact of these interaction processes on their writing products. Data from discussions in both a public online forum and a private social communication platform (WeChat) were collected, systematically coded, and analysed quantitatively and qualitatively based on language functions. Data collection also included an assessment of the written products and follow-up group interviews. The findings indicate distinct interaction patterns between high-performing and low-performing groups, characterised by an expert/participant pattern and a dominant/passive pattern, respectively. Additionally, insights from the interviews shed light on these interaction patterns and the potential impact on student learning outcomes. The study suggests practical implications, highlighting the importance of task design in promoting high levels of collaborative knowledge construction to enhance students' writing skills and L2 language learning in large-group settings.
AB - This study explored how collaborative writing, an often-used instructional strategy in second language (L2) learning, intersects with large-group dynamics, and investigated their potential impact on the quality of writing outcomes in an online distance learning course. Using a mixed-methods approach, the research scrutinized intra-group interaction processes in two large groups undertaking a computer-assisted language learning writing assignment and evaluated the impact of these interaction processes on their writing products. Data from discussions in both a public online forum and a private social communication platform (WeChat) were collected, systematically coded, and analysed quantitatively and qualitatively based on language functions. Data collection also included an assessment of the written products and follow-up group interviews. The findings indicate distinct interaction patterns between high-performing and low-performing groups, characterised by an expert/participant pattern and a dominant/passive pattern, respectively. Additionally, insights from the interviews shed light on these interaction patterns and the potential impact on student learning outcomes. The study suggests practical implications, highlighting the importance of task design in promoting high levels of collaborative knowledge construction to enhance students' writing skills and L2 language learning in large-group settings.
KW - collaborative writing
KW - intra-group interaction pattern
KW - large groups
KW - private chat
KW - public forum
UR - http://www.scopus.com/inward/record.url?scp=85207468283&partnerID=8YFLogxK
U2 - 10.1017/S0958344024000211
DO - 10.1017/S0958344024000211
M3 - Article
SN - 0958-3440
VL - 37
SP - 43
EP - 61
JO - ReCALL
JF - ReCALL
IS - 1
ER -