Patterns of computer-mediated interaction in small writing groups using wikis

Informed by sociocultural theory and guided especially by “collective scaffolding”, this study investigated the nature of computer-mediated interaction of three groups of English as a Foreign Language students when they performed collaborative writing tasks using wikis. Nine college students from a Chinese university participated in the wiki-mediated collaborative writing project. Analyses of data from the wiki “Discussion”, “Page”, and “History” modules on each group tab revealed that the three small groups displayed three distinct patterns of online interaction: collectively contributing/mutually supportive, authoritative/responsive, and dominant/withdrawn. These patterns were substantiated by the roles group members assumed and members’ task approaches in terms of equality and mutuality. Also, findings from semi-structured interviews suggested that the different patterns of interaction influenced the students’ perceived learning experiences. The collectively contributing/mutually supportive group reported themost learning opportunities. This study not only fills a gap in current collaborative writing literature but also makes a theoretical contribution to research on computer-mediated interaction in collaborative learning. Pedagogical implications on how to conduct computer-mediated collaborative writing are also addressed.

[1]  David Coniam,et al.  Using wikis to enhance and develop writing skills among secondary school students in Hong Kong , 2008 .

[2]  Karen E. Johnson,et al.  Peer Review Negotiations: Revision Activities in ESL Writing Instruction , 1994 .

[3]  Neil Mercer,et al.  The Guided Construction of Knowledge: Talk Amongst Teachers and Learners , 1995 .

[4]  P. Ng,et al.  Analyzing Talk in ESL Peer Response Groups: Stances, Functions, and Content , 1995 .

[5]  G. Whitney.  Computer‐mediated communication: Linguistic, social, and cross‐cultural perspectives , 1998 .

[6]  A. Strauss.  Basics Of Qualitative Research , 1992 .

[7]  Mark Warschauer,et al.  Feedback in Second Language Writing: Electronic feedback and second language writing , 2006 .

[8]  Hans Rystedt,et al.  Rationalities of collaboration for language learning in a wiki , 2010, ReCALL.

[9]  Hao-Chang Lo,et al.  Students' perceptions of Wiki-based collaborative writing for learners of English as a foreign language , 2011, Interact. Learn. Environ..

[10]  G. G. Colomb,et al.  Visible conversation and academic inquiry : CMC in a culturally diverse classroom , 1996 .

[11]  Barbara Kroll.  Exploring the Dynamics of Second Language Writing , 2003 .

[12]  M. Swain,et al.  Using collaborative language production tasks to promote students’ language awareness1 , 1994 .

[13]  James P. Purdy.  When the Tenets of Composition Go Public: A Study of Writing in Wikipedia. , 2009 .

[14]  Richard Donato,et al.  Beyond group : a psycholinguistic rationale for collective activity in second-language learning , 1988 .

[15]  Frederick J. Dicamilla,et al.  Socio-cognitive Functions of L1 Collaborative Interaction in the L2 Classroom , 1998 .

[16]  A. Ohta.  Applying Sociocultural Theory to an Analysis of Learner Discourse: Learner-Learner Collaborative Interaction in the Zone of Proximal Development , 1995 .

[17]  Yuko Watanabe.  Peer–Peer Interaction between L2 Learners of Different Proficiency Levels: Their Interactions and Reflections , 2008 .

[18]  Neomy Storch,et al.  Collaborative writing: Product, process, and students’ reflections , 2005 .

[19]  J. Lantolf.  Sociocultural Theory and Second Language Learning , 2013 .

[20]  María C. M. de Guerrero,et al.  Assessing the Impact of Peer Revision on L2 Writing , 1998 .

[21]  S. Herring.  Computer-mediated communication : linguistic, social and cross-cultural perspectives , 1996 .

[22]  Lev Vygotsky.  Mind in society , 1978 .

[23]  Donna M. Johnson.  Approaches to Research in Second Language Learning , 1980 .

[24]  Olga S. Villamil,et al.  Social-cognitive dimensions of interaction in L2 peer revision. , 1994 .

[25]  Mark Peterson.  Learner interaction in synchronous CMC: a sociocultural perspective , 2009 .

[26]  Greg Kessler,et al.  Student-Initiated Attention to Form in Wiki-Based Collaborative Writing. , 2009 .

[27]  Ana Oskoz,et al.  COLLABORATIVE WRITING: FOSTERING FOREIGN LANGUAGE AND WRITING CONVENTIONS DEVELOPMENT , 2010 .

[28]  Martha C. Pennington.  Exploring the Dynamics of Second Language Writing: The impact of the computer in second language writing , 2003 .

[29]  R. Ellis,et al.  Interaction and Second Language Learning : Two Adolescent French Immersion Students Working Together , 2007 .

[30]  Wei Zhu,et al.  INTERACTION AND FEEDBACK IN MIXED PEER RESPONSE GROUPS , 2001 .

[31]  M. Warschauer.  Computer-Mediated Collaborative Learning: Theory and Practice. , 1997 .

[32]  R. Stake.  The art of case study research , 1995 .

[33]  Richard Donato,et al.  13. ASPECTS OF COLLABORATION IN PEDAGOGICAL DISCOURSE , 2004, Annual Review of Applied Linguistics.

[34]  Neomy Storch,et al.  Patterns of Interaction in ESL Pair Work , 2002 .

[35]  Leo Van Lier,et al.  Interaction in the Language Curriculum: Awareness, Autonomy and Authenticity , 1997 .

[36]  A. Strauss,et al.  The discovery of grounded theory: strategies for qualitative research aldine de gruyter , 1968 .

[37]  Dawn Bikowski,et al.  Developing collaborative autonomous learning abilities in computer mediated language learning: attention to meaning among students in wiki space , 2010 .

[38]  Lina Lee,et al.  Exploring Wiki-Mediated Collaborative Writing: A Case Study in an Elementary Spanish Course , 2010 .

[39]  James V. Wertsch,et al.  Culture, communication, and cognition : Vygotskian perspectives , 1987 .

[40]  W. Damon,et al.  Critical distinctions among three approaches to peer education , 1989 .

[41]  K. Mangelsdorf,et al.  Peer reviews in the ESL composition classroom: What do the students think? , 1992 .