Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/44613

Explaining dynamic interactions in wiki-based collaborative writing

File SizeFormat 
21_02_lizhu.pdf582.68 kBAdobe PDFView/Open

Item Summary

Title: Explaining dynamic interactions in wiki-based collaborative writing
Authors: Li, Mimi
Zhu, Wei
Keywords: Collaborative Learning
Computer-Mediated Communication
Sociocultural Theory
Writing
Issue Date: 01 Jun 2017
Publisher: University of Hawaii National Foreign Language Resource Center
Michigan State University Center for Language Education and Research
Citation: Li, M., & Zhu, W. (2017). Explaining dynamic interactions in wiki-based collaborative writing. Language Learning & Technology, 21(2), 96–120. https://dx.doi.org/10125/44613
Abstract: This article reports a case study that examined dynamic patterns of interaction that two small groups (Group A and Group B) of ESL students exemplified when they performed two writing tasks: a research proposal (Task 1) and an annotated bibliography (Task 2) in a wiki site. Group A demonstrated a collective pattern in Task 1, but switched to an active–withdrawn pattern in Task 2. In contrast, Group B exhibited a dominant–defensive pattern in Task 1, but switched to a collaborative pattern in Task 2. These patterns were substantiated by group members’ ongoing task approaches in terms of equality and mutuality, reflected via the analyses of language functions, writing change functions, and scaffolding occurrences over the course of joint wiki writing. The dynamic interactions within small groups were explained from a sociocultural theory perspective. Participants’ emic perspectives from interviews and reflection papers supplemented with wiki discourse revealed that three sociocultural factors help account for the variations of interaction patterns: dynamic goals, flexible agency, and socially constructed emotion. This study reinforced the role of sociocultural theory in exploring and explaining peer interactions in the online writing task environment. Implications of the study for research and pedagogy are also discussed.
URI/DOI: http://hdl.handle.net/10125/44613
ISSN: 1094-3501
Appears in Collections:Volume 21 Number 2, June 2017


Please contact sspace@hawaii.edu if you need this content in an ADA compliant alternative format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.