Volume 2, Issue 1 April 2019, pp. 41–56 
Articles
EFL learners' peer negotiations and attitudes in mobile-assisted collaborative writing
Shiou-Wen Yeh1, Cheng-Ting Chen2
1 National Chiao-Tung University, Taiwan 
2 Chung Yuan Christian University, Taiwan
DOI: https://doi.org/10.29140/lea.v2n1.100
Abstract
Based on the advantages of collaborative writing and the advanced development of mobile technology, this study investigated the communication process and attitudes of a group of college students toward collaborative writing using a Google Docs app on an English writing course. Online collaborative writing assignments were assigned by the instructor in class, while the English as a foreign language (EFL) students were required to work on the writing assignments online. The researchers examined participants' peer negotiations in this mobile-enhanced, collaborative writing project, focusing on these EFL learners' negotiation discourse patterns and strategies. The research questions were: 1) What kinds of discourse functions do students produce in online collaborative writing tasks? 2) What kinds of peer negotiation strategies do students use in online collaborative writing tasks? and 3) What are students' attitudes toward online collaborative writing tasks? A mixed methodology was applied. The findings revealed that participants had a generally positive attitude toward the collaborative writing experience. The results are also discussed in terms of learners' peer negotiation strategies and types of discourse functions.
Copyright
© Shiou-Wen Yeh, Cheng-Ting Chen
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Suggested citation
Yeh, S.-W., & Chen, C.-T. (2019). EFL learners' peer negotiations and attitudes in mobile-assisted collaborative writing. Language Education & Assessment, 2(1), 41–56. https://doi.org/10.29140/lea.v2n1.100
Related Articles:
Officer reports
JALT CALL SIG
The JALT CALL Journal Published: 27 April, 2021, Volume 17(1), 72–73.
Negotiating intercultural spaces and teacher identity in an internationalised school in Shanghai
Adam Poole
Intercultural Communication Education Published: 23 August, 2019, Volume 2(2), 59–70.
Designing a course in intercultural education
Adrian Holliday
Intercultural Communication Education Published: 11 August, 2018, Volume 1(1), 4–11.
(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Diaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 83–99.
Reframing and hospicing mobility in higher education: Challenges and possibilities
Adriana Raquel Diaz, Marisa Cordella, Samantha Dispray, Barbara E. Hanna, Anna Mikhaylova
Intercultural Communication Education Published: 19 April, 2021, Volume 4(1), 106–121.
Strategy use, self-efficacy beliefs, and self-regulatedness in adult foreign language learning
Akihiro Saito
Australian Journal of Applied Linguistics Published: 26 August, 2020, Volume 3(2), 152–167.
Engagement with technology: Gaming, immersion and sub-optimal experiences
Alastair Henry, Cecilia Thorsen
Technology in Language Teaching & Learning Published: 21 December, 2019, Volume 1(2), 52–67.
In pursuit of intercultural competence: Exploring self-awareness of EFL pupils in a lower-secondary school in Norway
Anastasia Khanukaeva
Intercultural Communication Education Published: 23 December, 2020, Volume 3(3), 118–140.
Language, diversity and culturally responsive education
Ann E. Lopez
Migration and Language Education Published: 30 April, 2020, Volume 1(1), 3–13.
L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia
Aser Nazzal K. Altalib
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 1–16.
