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Investigating the relationship between peer interaction and writing processes in computer-supported collaborative L2 writing: A mixed-methods study

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)peer-review

Publication date20/11/2020
Host publicationWriting and Language Learning : Advancing research agendas
EditorsRosa M. Manchón
Place of PublicationAmsterdam
PublisherJohn Benjamins Publishing Company
Number of pages25
ISBN (Electronic)9789027260581
ISBN (Print)9789027207746, 9789027207753
<mark>Original language</mark>English

Publication series

NameLanguage Learning and Language Teaching
PublisherJohn Benjamins
ISSN (Print)1569-9471


Twenty-first century technology has created new digital contexts (e.g., shared online writing platforms) that influence the potential of collaborative writing for second language (L2) learning. Making a methodological contribution to studying L2 computer-supported collaborative writing (CSCW), the present chapter reports on an exploratory yet innovative investigation triangulating data from text mining, interaction analyses, eye-tracking, and stimulated recall. Eight international students in the UK used Google Docs for paired collaborative writing tasks. Results of quantitative and qualitative analyses reveal the many ways in which peers interact with each other and the nature of the emerging text during CSCW. Findings illustrate the complexities of CSCW and indicate how triangulating different methods facilitates the study of the affordances of CSCW and its potential contribution to L2 learning.