Collaborative Writing and Text Quality in Google Docs

• Published in: Language learning & technology Vol. 23; no. 2; pp. 22 - 42
• Main Author: Abrams, Zsuzsanna I
• Format: Journal Article
• Language: English
• Published: Honolulu University of Hawaii National Foreign Language Resource Center 01.06.2019; University of Hawaii, National Foreign Language Resource Center
• Subjects: Accuracy; Collaboration; Collaborative Writing; Computer Assisted Instruction; Computer Software; Connected Discourse; Cooperative learning; Creative Writing; Creativity; German; German language; Grammar; Language Proficiency; Qualitative research; Second Language Instruction; Second Language Learning; Second language writing; Syntactic complexity; Task Analysis; Teaching Methods; Undergraduate Students; Writing; Writing processes; Writing Skills
• ISSN: 1094-3501; 1094-3501

Linking research on task-based collaborative L2 writing and computer-mediated writing, this study investigates the relationship between patterns of collaboration and the linguistic features of texts written during a computer-supported collaborative writing task using Google Docs. Qualitative analyses provide insights into the writing process of successful collaborative groups. Twenty-eight first-year learners of German at a U.S. university participated in the study. Working in small groups, they completed a creative writing task, developing a hypothesized ending to a German feature film. The results suggest that collaboratively-oriented groups produced texts with more propositional content and better coherence than less-collaborative groups. These findings confirm previous observations that learner-to-learner engagement encourages meaning-making. They also expand existing research by connecting collaborative patterns to the quality of L2 output. Other linguistic features typically used for evaluating writing quality in task-based language learning research (i.e., grammatical or lexical accuracy, syntactic complexity, or lexical diversity) did not seem to be related to collaborative patterns. The article concludes with pedagogical and research insights into computer-supported collaborative writing among lower-proficiency L2 learners and the possibilities and limitations of Google Docs for analyzing data in such environments.