EFL learners' peer negotiations and attitudes in mobile-assisted collaborative writing

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. With the aid of mobile technology, participants practiced English writing in a collaborative way. Their discourse functions, peer negotiation strategies, attitudes, and learning experiences were investigated. 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.