Exploring multimodality in technology-mediated collaborative writing: An activity theory

Abstract

Technology-mediated collaborative writing (CW) is a popular pedagogical approach in second language (L2) education. Research shows the potential benefits of co-authoring in pairs using digital devices in various areas. Given its reliance on various modes of communication, further research on the layers of modality could provide further insights into L2 learning opportunities. This study uses a qualitatively driven mixed methods design to explore the CW processes of 12 international undergraduate students as they co-author two source-based argumentative essays in pairs using laptops. Through adopting an Activity Theory framework and concept of multimodality, this study investigates the affordances and constraints of using various mediating tools (language and technology) during the co-composition processes of two essays. Data were collected from audio-recorded collaborative dialogues and keystroke logging files from the Inputlog program generated during the CW activities. Findings reveal how pairs employed different mediating tools according to their pair dynamics and individual writing strategies. Notably, some pairs relied heavily on external tools such as Google search, while others used internal tools such as language and prior knowledge, creating different multimodal L2 learning opportunities.