Finding Links Between Small-Group Peer Interactions and the Production of Synchronous Web-Based Collaborative Summaries

• In Event: Moving Toward the Public Good: Collaborative Research on the Complexities of Multilingual Writing

Abstract

Collaborative writing has become a common pedagogical practice informed by sociocultural theory and supported by peer interaction studies (e.g., Storch, 2002; Swain & Lapkin, 1998). With the appearance of Web 2.0, web-based writing tools such as wikis and Google Docs have been implemented into second language (L2) writing activities. Studies on computer-mediated collaborative writing have found variations in interaction patterns, and that only collaborative ones may be beneficial to students’ language learning (Storch, 2002). However, few studies (e.g., Li & Zhu, 2017; Oskoz & Elola, 2013) have examined how the interaction patterns actually influence the production of writing. Exploring the links between web-based peer interaction and actual writing products can shed light on whether web-based collaborative writing fosters learning and language development.
Informed by sociocultural theory and motivated by such a research gap, this study examined how small-group interaction influences web-based collaborative summary writing. Twelve adult ESL (English as a Second Language) learners were recruited from a voluntary debate club where members met to practice English communication skills. This presentation reports the findings of three groups of three from a larger research project (i.e., four groups). These groups were chosen to compare different interaction patterns. After debate meetings, each group produced debate summaries using Google Docs, once each with text- and voice-chat. Data were collected from various sources including a survey questionnaire, screen recordings, debate summaries, and stimulated-recalls. Storch’s (2002) interaction model was employed to identify interaction patterns of the groups. To investigate links between participants interaction and their writings, decision-making episodes (Storch, 2001) were identified. A decision-making episode was defined as an occasion where participants made decisions regarding the writing procedure (e.g., dividing the labor) as well as the content and language of the summary.
This study identified collaborative, leader/participants, and cooperative patterns. By comparing these three interaction patterns, this study suggested that in both ‘collaborative’ and ‘leader-participants’ patterns, the participants have more discussion on content and language form of the writing and incorporated them into the writing more than they did in a ‘cooperative’ pattern. In a cooperative pattern, the decision-making episodes were minimal and were mostly about the procedure of the writing which involved less with writing itself. While collaborative and leader/participants patterns initiated a similar number of decision-making episodes and incorporated them to the summaries, who made the decision was different between these two patterns. In a collaborative pattern, decisions were made by all group members, however, most decisions were made by the leader in leader-participants patterns. The findings of the study can contribute to the curriculum design for L2 classes. By showcasing web-based collaborative writing activities, this study can enable teachers to better understand how collaborative writing activities can be designed and administered. Also, this study provided insights into how researchers and teachers can collaborate to assist students to develop interaction patterns conducive to successful collaborative writing as an out-of-the-classroom activity by discussing the characteristics of different interaction patterns and their influences on the writing.

Author

• Hye Yoon Cho, York University