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L2 Collaborative Writing in Diverse Learning Contexts
Edited by Mimi Li and Meixiu Zhang
[Language Learning & Language Teaching 59] 2023
► pp. 130–154

Chapter 6
Online collaborative L2 writing

Using synchronous and asynchronous tools with Arabic as a second language learners

| King Saud University
| University of Melbourne
Despite growing interest in computer-mediated collaborative writing (CMCW), very few studies have considered the effects of using a range of digital tools on learners’ behaviour. Our longitudinal study (15 weeks), conducted with Arabic as a second language learners in Saudi Arabia, investigated how learners engage in CMCW tasks using Google Docs and WhatsApp. The 31 participants formed eight dyads and five triads to complete four tasks. We analysed discussions and comments derived from Google docs and WhatsApp chats for patterns of interaction and use of online tools. Of five patterns of interaction identified, cooperative and collaborative predominated. Learners used the two tools simultaneously to foster collaboration. The findings provide new insights into CMCW tasks in an underexplored L2 learning context.
Keywords: collaborative writing, Google Docs, WhatsApp, patterns of interaction, Arabic learners
Article outline
  • Introduction
  • Participants
  • Tasks and tools
  • Data collection
  • Data analysis
    • Coding data for patterns of interaction
    • Coding for use of online tools
  • Findings
  • Discussion
  • Conclusion
  • References
Published online: 17 August 2023
DOI logo
https://doi.org/10.1075/lllt.59.06alm
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Cited by (1)

Cited by one other publication

Wang, Kaixuan, Lawrence Jun Zhang & Maria Cooper
2024. Metacognitive Instruction for Improving the Effectiveness of Collaborative Writing for EFL Learners’ Writing Development. The Asia-Pacific Education Researcher DOI logo

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