Language Learning in Computer-Mediated Collaborative Writing

Abstract

This dissertation investigated the impact of computer-mediated collaborative writing on Chinese EFL learners' language learning and writing skills through examining both writing products and processes. The potential influence of dyadic type and language proficiency was also explored through quantitative and qualitative analyses. The study adapted a quasi-experimental pre- and post-test design and involved 135 non-native English speakers (NNES) and 45 native English speakers (NES). Participants completed two writing tasks online either with a partner or individually over six weeks.

The pre- and post-tests were designed to examine whether the language and writing skill developments from computer-mediated collaboration transferred into individual writing. Through analyses of the gain scores on language complexity, accuracy, fluency and overall performance, the findings revealed that intermediate proficiency learners had higher improvements than advanced proficiency learners over time. Although statistically significant differences were observed on fluency and overall performance across groups, the results did not show influence of writing modes, language proficiency and dyadic types on accuracy and complexity.

Language-related episodes (LRE), non-language-related episodes (NLRE), and uptakes in the text-chat logs and the collaborative writing texts were used to measure potential noticing and language learning. The analysis showed that the advanced NNES-NES dyads had a higher frequency of LREs, NLREs, and correct immediate and delayed uptakes. The in-depth qualitative analysis of nine selected dyads revealed that advanced learners were more engaged in interactions in both NNES-NES and NNES-NNES dyads. However, intermediate learners showed more learning incidents, higher motivation and more confidence in NNES-NNES dyads than in NES-NNES dyads. The perception survey indicated that the NNES participants had a positive attitude to computer-mediated collaborative writing. The advanced learners in the NNES-NES dyads had the highest percentage of reporting self-perceived improvements and confidence in English writing.

The findings of this dissertation research indicate that computer-mediated collaborative writing is beneficial to Chinese EFL learners when they are actively engaged in interactions during the writing process. The study also confirmed that dyadic type and language proficiency affect learner's performance, with intermediate learners more likely to benefit from collaboration with NNESs and advanced learners more likely to benefit from collaboration with NESs.