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Student interaction patterns and co-regulation practices in text-based and multimodal computer mediated collaborative writing modalities

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Abstract

This study investigated student interaction patterns and their co-regulation practices in text-based and multimodal computer mediated collaborative (CMC) writing. To this end, 30 EFL (English as foreign language) participants’ online collaborative writing performances were analyzed. The analysis included conversation analysis on the transcription of stored conversations of multimodal Moodle and discussion logs of online text-based writing Forum. Data were coded according to Storch (Storch, Language Learning 52:119–158, 2002)’s collaboration patterns coding scheme in order to trace interactional styles (collaborative pattern, dominant/passive pattern, dominant/dominant, and expert/novice pattern). Besides, data were coded to trace co-regulation patterns (planning, executing, monitoring, evaluation, orientation and elaboration). The chi-square analysis indicated that there were significantly more collaborative patterns in multimodal and expert/novice pattern in text-based CMCs. Co-regulation practices of “Elaboration” and “evaluation” occurred more in text-based CMC whereas “monitoring” practice had the highest occurrence in multimodal CMC. “Executing”, “planning” and “orientation” indicated no significant difference of occurrence. The results also indicated that there were significant differences in interaction patterns in each co-regulation practice in text-based and multimodal CMCs. The results imply that both mediums showed benefits in preparing learners for learning process but facilitated learning in different ways and consequently, they prepared learners for distinct collaborative composing processes.

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Data is available for submission if required through anonymous email.

Code availability

SPSS entry was used.

Abbreviations

CMC:

Computer mediated communication

EFL:

English as foreign language

LREs:

Language related episodes

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Acknowledgements

The author acknowledges ICLON Leiden University Graduate School of Teaching, Leiden University, Leiden, The Netherlands

Funding

This research “Student Interaction Patterns and Co-regulation Practices in Text-based and Multimodal Computer Mediated Collaborative Writing Modalities” received grant and Funding from Department of English Teaching and Translation, Karaj Branch, Islamic Azad University, Karaj, Iran. (Grant Number 8145092, 100766).

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Mohammadi Zenouzagh, Z. Student interaction patterns and co-regulation practices in text-based and multimodal computer mediated collaborative writing modalities. Education Tech Research Dev 71, 313–338 (2023). https://doi.org/10.1007/s11423-022-10158-0

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