Effect of Computer-mediated Contexts on Interaction Pattern of Iranian EFL Learners in Collaborative Writing

This study examined the impact of computer-mediated communication (CMC) on the interaction patterns of Iranian intermediate EFL learners during collaborative writing tasks. Specifically, it aimed to compare the number of words contributed, frequency of turn-taking, and frequency of social/off-task interactions between learners engaged in synchronous versus asynchronous collaborative writing groups. A between-subjects experimental design was employed where ۶۰ Iranian intermediate EFL learners were randomly assigned to either synchronous (n=۳۰) or asynchronous (n=۳۰) collaborative writing conditions. Instruments included the Oxford Quick Placement Test (OQPT) for proficiency measurement and ۵ collaborative argumentative writing tasks. Participants partook in the writing tasks either synchronously using Google Docs or asynchronously using the DokuWiki discussion forum over ۴ weeks. Transcripts and samples were analyzed to code the dependent variables for each participant. Independent samples t-tests compared mean scores between conditions. Results showed statistically significant differences between groups on all dependent variables. Specifically, (۱) the synchronous group contributed significantly more words on average compared to the asynchronous group, (۲) the frequency of turn-taking was higher in synchronous interactions, and (۳) off-task exchanges occurred more frequently in the real-time synchronous context versus asynchronous discussions. In conclusion, this study provided empirical evidence regarding improved linguistic engagement but potential downsides of distraction when EFL learners collaborated synchronously online.

کلیدواژه ها:

Computer-mediated communication (CMC) ، Interaction pattern ، Collaborative writing ، Synchronous writing ، Asynchronous writing