Collaborative Writing on Google Docs: Taiwanese Students’ Participation, Behaviors, and Writing Trajectories with Real-work Online Tasks

Shu Fen Yeh

Abstract


In the past two decades, the growing rage of computer mediated environments (CMC) affords new literacies and new opportunities for language learners to experience, construct, communicate, and access knowledge (Ware, Kern & Warschauer, 2016). Also, it suggests that writing in multimodal in the digital ear contributes to its production and interpretation (Canagarajah, 2013) and can be particularly beneficial for L2 learners’ writing practices (Elola & Oskoz, 2010) such as writing quality (Stroch, 2005), writing fluency (Bloch, 2007), academic voices (Sperling & Appleman, 2011) and a sense of audience (Sun & Chang, 2012). Google Docs and online text-chat systems are prominent collaborative tools for group writing, and the result shows that the focus group displayed a mixed-interaction pattern, a collaborative pattern in two online text-chat systems, and a more dominant-passive pattern while co-constructing the text. They study also explored that changing the mode of communication from Line to Google Docs chat-room appears to have led to an increase in the participants’ interaction and communication and seems to have facilitated collaboration. Participants make a significant contribution of two types of writing changing functions, adding and correcting in the text and make revisions to their text.

Keywords


Collaborative Writing, Second Language Writing, Collaborative Patterns, Writing Change Functions, Google Docs

Full Text:

PDF

References


Belcher, D. D. ( 2017). On becoming facilitators of multimodal composing and digital design. Journal of Second Language Learning, 18, 80-85.

Bloch, J. (2007). Abdullah's blogging: a generation 1.5 student enters the blogosphere. Language Learning & Technology, 11(2), 128-141.

Canagarajah, A. S. (2002). Critical academic writing and multilingual students. Ann Arbor, MI: University of Michigan Press.

Canagarajah, A. S. (2013). The end of second language writing? Journal of Second Language Writing, 22, 440–441.

Chao, Y. C. J., & Lo, H. C. (2011). Students’ perceptions of wiki-based collaborative writing for learners of English as a foreign language. Interactive Learning Environments, 19, 395–411.

Chun, D., Smith, B., & Kern, R. (2016). Technology in language use, language teaching, and language learning. The Modern Language Journal, 100(Suppl. 2016), 64–80. http://dx.doi.org/10.1111/modl.12302.

Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Los Angeles, CA: Sage.

Elola, I., & Oskoz, A. (2010). Collaborative writing: Fostering foreign language and writing conventions development. Language Learning & Technology, 14(3), 51–71. Retrieved from http://llt.msu.edu/issues/october2010/elolaoskoz.pdf

Estaji, M., & Salimi, H. (2018). The application of wiki-mediated collaborative writing as a pedagogical tool to promote ESP learners’ writing performance. The Asian ESP Journal,14(1), 112-141.

Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine.

Hafner, C. A. (2014). Embedding digital literacies in English language teaching: Students’ digital video projects as multimodal ensembles. TESOL Quarterly, 48, 655–685. http://dx.doi.org/10.1002/tesq.138.

Hafner, C. A. (2015). Remix culture and English language teaching: The expression of learner voice in digital multimodal compositions. TESOL Quarterly, 49, 486–509. http://dx.doi.org/10.1002/tesq.238.

Hirvela, A. (1999). Collaborative writing instruction and communities of readers and writers. TESOL Journal, 8(2), 7–12.

Hirvela, A. (2011). Writing to learn in content areas: Research insights. In R. Mancho´n (Ed.), Learning-to-write and writing-to-learn in an additional language (pp. 159–180). Amsterdam: John Benjamins.

Kelm, O. (1996). The application of computer networking in foreign language education: Focusing on principles of second language acquisition. In M. Warschauer (Ed.), Telecollaboration in foreign language learning (pp. 19-28). Manoa: Second Language Teaching and Curriculum Center, University of Hawaii.

Kessler, G., & Bikowski, D. (2010). Developing collaborative autonomous learning abilities in computer mediated language learning: Attention to meaning among students in wiki space. Computer Assisted Language Learning, 23, 41–58.

Koehler, C., Bloom, M. A., & Milner, A. R. (2015). The STEM Road Map for Grades K–2. In C. C. Johnson, E. E. Peters-Burton, & T. J. Moore (Eds.), STEM road map: A framework for integrated STEM education (pp. 41–59). New York, NY: Routledge.

Li, M. (2013). Individual novices and collective experts: Collective scaffolding in wiki-based small group writing. System, 41, 752–769. http://dx.doi.org/10.1016/j.system.2013.07.021.

Li, M., & Zhu, W. (2013). Patterns of computer-mediated interaction in small writing groups using wikis. Computer Assisted Language Learning, 26, 61–82.

Li, M., & Kim, D. (2016). One wiki: Two groups: Dynamic interactions across ESL collaborative writing tasks. Journal of Second Language Writing, 31,25–42.

Mak, B., & Coniam, D. (2008). Using wikis to enhance and develop writing skills among secondary school students in Hong Kong. System, 36(3), 437–455.

Nanni, A., & Pusay, K. (2020) Leveraging Students’ Digital Literary through Project-Based Learning. The Asian EFL Journal, 24(1), 141-164.

Sperling, M., & Appleman, D. (2011). Voice in the context of literary studies. Reading Research Quarterly, 46(1), 70-84.

Storch, N. (2001). An investigation into the nature of pair work in an ESL classroom and its effect on grammatical development (Unpublished doctoral dissertation). Australia: University of Melbourne.

Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 52(1), 119–158.

Storch, N. (2004). Using activity theory to explain differences in patterns of dyadic interactions in an ESL class. Canadian Modern Language Review, 60, 457–480.

Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14(3), 153-173.

Storch, N. (2013). Collaborative writing in L2 classrooms. Bristol, UK: Multilingual Matters.

Sun, Y. C., & Chang, Y. J. (2012). Blogging to learn: Becoming EFL academic writers through collaborative dialogues. Language Learning & Technology, 16(1), 43-61. Retrieved from http://llt.msu.edu/issues/february2012/sunchang.pdf

Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 82, 320–337.

Thorne, S. L., & Reinhardt, J. (2008). Bridging activities, new media literacies, and advanced foreign language proficiency. CALICO Journal, 25, 558–572.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Wang, D. (2016). Exploring and Supporting Today's Collaborative Writing. In J. Wang, D., Olson, J.S., Zhang, J., Nguyen, T., Olson, G.M. (2015). How students collaboratively write using Google Docs. Paper presented at iConference 2015, Newport Beach, CA.

Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. The Modern language Journal, 81(4), 470-481.

Ware, P., Kern, R., & Warschauer, M. (2016). The development of digital literacy. In P. K. Matsuda, & R. Manchón (Eds.). Handbook of second and foreign language writing (pp. 307–328). Berlin: De Gruyter Mouton.

Watanabe, Y. (2008). Peer-peer interaction between L2 learners of different proficiency levels: Their interactions and reflections. Canadian Modern Language Review, 64, 605–635.

Yang, L. (2014). Examining the mediational means in collaborative writing: Case studies of undergraduate ESL students in business courses. Journal of Second Language Writing, 23,74– 89.

Yim, S., & Warschauer, M. (2016). Challenges or opportunities? A case study of L2 undergraduates’ synchronous collaborative writing. Unpublished manuscript.

Yim, S., & Warschauer, M. (2017). Web-based collaborative writing in L2 contexts: Methodological insights from text mining. Language Learning & Technology, 21(1), 146–165.

Zheng, B., Warschauer, M. (2017). Epilogue: Second language writing in the age of computer mediated communication. Journal of Second Language Writing 36, 61–67.




DOI: https://doi.org/10.7575/aiac.alls.v.12n.3.p.73

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2022 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.