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Language Learning in Computer-Mediated Collaborative Writing LANGUAGE LEARNING IN COMPUTER-MEDIATED COLLABORATIVE WRITING A Dissertation by WEI JIANG Submitted to the Office of Graduate and Professional Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Chair of Committee, Zohreh R. Eslami Committee Members, Edie Cassell Laurie Dixon Wen Luo Head of Department, Michael de Miranda May 2018 Major Subject: Curriculum and Instruction Copyright 2018 Wei Jiang ABSTRACT This dissertation investigated the impact of computer-mediated collaborative writing on Chinese EFL learners' language learning and writing skills through examining both writing products and processes. The potential influence of dyadic type and language proficiency was also explored through quantitative and qualitative analyses. The study adapted a quasi-experimental pre- and post-test design and involved 135 non-native English speakers (NNES) and 45 native English speakers (NES). Participants completed two writing tasks online either with a partner or individually over six weeks. The pre- and post-tests were designed to examine whether the language and writing skill developments from computer-mediated collaboration transferred into individual writing. Through analyses of the gain scores on language complexity, accuracy, fluency and overall performance, the findings revealed that intermediate proficiency learners had higher improvements than advanced proficiency learners over time. Although statistically significant differences were observed on fluency and overall performance across groups, the results did not show influence of writing modes, language proficiency and dyadic types on accuracy and complexity. Language-related episodes (LRE), non-language-related episodes (NLRE), and uptakes in the text-chat logs and the collaborative writing texts were used to measure potential noticing and language learning. The analysis showed that the advanced NNES-NES dyads had a higher frequency of LREs, NLREs, and correct immediate and delayed uptakes. The in-depth qualitative analysis of nine selected dyads revealed that advanced learners were more engaged in interactions in both NNES-NES and NNES-NNES dyads. However, intermediate learners ii showed more learning incidents, higher motivation and more confidence in NNES-NNES dyads than in NES-NNES dyads. The perception survey indicated that the NNES participants had a positive attitude to computer-mediated collaborative writing. The advanced learners in the NNES-NES dyads had the highest percentage of reporting self-perceived improvements and confidence in English writing. The findings of this dissertation research indicate that computer-mediated collaborative writing is beneficial to Chinese EFL learners when they are actively engaged in interactions during the writing process. The study also confirmed that dyadic type and language proficiency affect learner's performance, with intermediate learners more likely to benefit from collaboration with NNESs and advanced learners more likely to benefit from collaboration with NESs. iii ACKNOWLEDGEMENTS First, I would like to thank my committee chair, Dr. Zohreh Eslami, who has opened the door to doctoral study for me since 2014. She has provided me with valuable advice and helped me with incredible patience to facilitate my becoming a novice researcher in Academia. With her support and faith in me, I have had the confidence and courage to achieve higher goals in my program and future career. Furthermore, I deeply appreciate my committee member, Dr. Edie Cassell, who has supported and encouraged me to overcome difficulties during the four years of my PhD study. My gratitude also goes to Dr. Laurie Dixon and Dr. Wen Luo, who have served on my committee and provided me with valuable guidance, input and support throughout this research process. My thanks also go to my dear friends, Ms. Angelica Ribeiro, Ms. Jeonghyun Park, Ms. Angela Wang and Mr. Wei-Hong Ko, to name a few, who have been my living and research buddies at Texas A&M University. I also would like to extend my thankfulness to my father Mr. Dejie Jiang, my best friend Ms. Rong Xue, and my teacher Dr. Qinchao Xu and Ms. Mingming Jia, who generously and kindly collaborated with me and coordinated my dissertation study overseas. Finally, I am very grateful for having the most supportive parents and husband in the world. Their constant encouragement, support and unconditional love have driven me to pursue my career and become a better person. Thanks for believing in me and lifting me to run this far and fly this high. iv CONTRIBUTORS AND FUNDING SOURCES Contributors This work was supervised by a dissertation committee consisting of Professors Zohreh R. Eslami [advisor], Edie Cassell, and Laurie Dixon of the Department of Teaching, Learning and Culture and Professor Wen Luo of the Department of Educational Psychology. The overseas coordination of this dissertation study was provided by Ms. Mingming Jia, Professors Dejie Jiang and Qinchao Xu of the College of Foreign Languages and Ms. Rong Xue of the College of Material Engineering at Qingdao University of Science and Technology, People’s Republic of China. All other work conducted for the dissertation was completed by the student independently. Funding Sources This dissertation study was funded by the Research Scholars Award from the College of Education and Human Development at Texas A&M University. v TABLE OF CONTENTS Page ABSTRACT .................................................................................................................................... ii ACKNOWLEDGEMENTS ........................................................................................................... iv CONTRIBUTORS AND FUNDING SOURCES .......................................................................... v TABLE OF CONTENTS ............................................................................................................... vi LIST OF FIGURES ....................................................................................................................... ix LIST OF TABLES .......................................................................................................................... x CHAPTER I INTRODUCTION .................................................................................................... 1 Background of the Study .................................................................................................... 1 Statement of the Problem .................................................................................................... 3 Dissertation Outline ............................................................................................................ 6 Definition of Terms............................................................................................................. 9 CHAPTER II LITERATURE REVIEW ...................................................................................... 12 Writing and Instructed Second Language Acquisition ..................................................... 15 Collaborative Writing ....................................................................................................... 18 Definitions and Types of Collaborative Writing .................................................. 18 Studies on Collaborative Writing.......................................................................... 19 Computer-mediated Communication ................................................................................ 28 Computer-mediated Communication in ISLA ...................................................... 29 CMC Technology in EFL Classrooms .................................................................. 31 Interactional Feedback ...................................................................................................... 35 Studies on Computer-mediated Interactional Feedback ....................................... 38 Conclusion ........................................................................................................................ 44 CHAPTER III EFFECTS OF COMPUTER-MEDIATED COLLABORATIVE WRITING ON INDIVIDUAL EFL WRITING PERFORMANCE ............................................................... 47 Introduction ....................................................................................................................... 47 Sociocultural Theory ............................................................................................. 50 Computer-Mediated Collaborative Writing .......................................................... 51 Interactional Feedback in Collaborative Writing .................................................. 52 Gaps in Research................................................................................................... 53 Research Questions ........................................................................................................... 57 vi Page Method .............................................................................................................................. 58 Participants ............................................................................................................ 58 Research Design.................................................................................................... 60 Materials ............................................................................................................... 60 Procedure .............................................................................................................
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