Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review
Investigating the relationship between peer interaction and writing processes in computer-supported collaborative L2 writing : A mixed-methods study. / Stiefenhöfer, Laura; Michel, Marije.
Writing and Language Learning : Advancing research agendas. ed. / Rosa M. Manchón. Amsterdam : John Benjamins Publishing Company, 2020. (Language Learning and Language Teaching; Vol. 56).Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review
}
TY - CHAP
T1 - Investigating the relationship between peer interaction and writing processes in computer-supported collaborative L2 writing
T2 - A mixed-methods study
AU - Stiefenhöfer, Laura
AU - Michel, Marije
PY - 2020/11/20
Y1 - 2020/11/20
N2 - 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.
AB - 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.
U2 - 10.1075/lllt.56.11ste
DO - 10.1075/lllt.56.11ste
M3 - Chapter (peer-reviewed)
SN - 9789027207746
SN - 9789027207753
T3 - Language Learning and Language Teaching
BT - Writing and Language Learning
A2 - Manchón, Rosa M.
PB - John Benjamins Publishing Company
CY - Amsterdam
ER -