An Investigation of the Patterns of Interaction in Online-Based Collaborative Writing among EFL Saudi Undergraduate Students

Abstract

Small group writing using Google Docs, a Web 2.0 tool, is increasingly implemented in second-language classes for interaction and collaboration. However, a limited amount of research has examined how group interactions change during multiple collaborative writing tasks using Google Docs. Therefore, this study examines online interaction among Saudi Arabian EFL learners during collaborative writing over a period of 12 weeks. In this study, participants used Google Docs for synchronous writing and the online Google Docs chat function for discussions. The research methodology utilized a case study design to collect qualitative and quantitative data from chat discussions, revision history in Google Docs, and interviews. During the study, a total of 24 EFL students participated online for a period of 12 weeks. The students were divided into eight groups, with each group comprising three students. In the first phase of the study, the groups worked together on a descriptive collaborative writing task using Google Docs. The second phase involved three groups out of the eight groups, who collaborated on four additional collaborative writing tasks; composing descriptive, cause and effect, compare and contrast and opinion paragraphs. In my research, I examined how the EFL students interacted during online collaborative writing tasks using a combined framework derived from Storch's (2002) dyadic interaction model and Li and Kim's (2016) Taxonomy of Language Functions. Through data analysis, I found six patterns of interaction: Authoritative and Responsive; Expert and Participant; Expert and Participant and Passive; Collaborative; Dominant and Passive; and Cooperative. The results indicated that the groups' interaction patterns changed over time. Specifically, Group 1 and Group 5 became more collaborative in their last three tasks, while Group 6 became more cooperative. During interviews, students highlighted numerous opportunities they received from collaborating with others online. The data collected from these interviews also shed light on the ways in which students behave online as they compose text. The study concludes by suggesting implications for L2 learning pedagogy. Specifically, this research provides new perspectives on how learners interact during synchronous online collaborative L2 writing tasks, how collaboration patterns alter over time, and the potential opportunities that can result from these interactions.