Online Task-Based Collaborative Writing: The Effect of Group Size on Attention to Linguistic Form

Abstract

This study examines the impact of peer group size on attention to form during task-based, technology-mediated collaborative writing. Although collaborative writing has proven effective for developing students’ linguistic knowledge and writing skills, most research has focused on pairs in face-to-face environments. Using a partial counterbalanced design, 42 students from one intact class in a Philippine public university worked in pairs, small groups (4 students), and large groups (6 students) on a collaborative video-narration writing task. Learners’ collaborative drafting and editing of the emerging manuscript in Google Docs text-editing and text chat functions were analyzed for focus on form, defined in terms of language-related episodes (LREs). The results indicated that group size influenced the occurrence and resolution of LREs. The findings echo earlier work on group size in face-to-face collaborative writing; however, our data indicate that the advantages of group sizes diminish with larger groups. Responses in an exit survey suggest that difficulties with managing communication in text chat made it difficult for learners to communicate effectively about linguistic form and limited their ability to engage effectively in LREs. These findings highlight the need for careful consideration of group size when implementing technology-mediated, collaborative language-learning activities.

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Calico Journal

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