A Mixed-methods Study on Collaborative Writing in Chinese EFL Classrooms: Effectiveness, Interaction and Regulation

Abstract

There has been a growing interest in exploring the effects of collaborative activities on L2 language learning. Underpinned by the Sociocultural Theory, collaborative writing has been regarded as a meaningful activity to encourage learners to work together and acquire related L2 knowledge. Using a mixed-methods approach, the present study aims to investigate both the effects and processes of collaborative writing in the context of L2 writing. This study involved forty-seven intermediate-level Chinese L2 English learners. They were asked to participate in a four-month writing program integrated with a first-year university English writing course. They formed into individual writing and collaborative writing groups voluntarily, resulting in thirteen pairs writing collaboratively and twenty-one individuals writing individually. The writing program included seven sessions of argumentative essay writing. The study collected the writing products from both groups and the audio data of the interaction process from the collaborative writing group. The writing products were assessed based on the level of complexity, accuracy and fluency. The interaction processes were analysed by identifying different interaction patterns based on the level of equality and mutuality. Associated language learning opportunities and their features were revealed. Regulation activities during collaboration were analysed for types and processes to inform the formation of different interaction patterns. The results showed that the collaboratively written essays were lexically more complex than individually written texts. Collaborative writing also exerted positive effects on the development of lexical complexity and fluency constructs. An analysis of the writing process showed that the writers formed six distinctive interaction patterns, including critically engaged collaborative pattern, cumulatively engaged collaborative pattern, expert/novice pattern, dominant/dominant pattern, dominant/passive pattern and cooperative pattern. It was found that the first three patterns could potentially create more learning opportunities for learners and thus have higher educational value. The subsequent analysis of regulation activities revealed that certain types and processes of regulation, such as socially-shared regulation and co-regulation could facilitate more collaboratively oriented patterns. It concluded that collaborative writing was an effective activity for promoting lexical complexity and fluency in L2 writing. It could be especially beneficial for learning if the pair could form collaborative-oriented patterns.