Abstract

Although regulation has become a critical method to improve the effect of collaborative writing in L2 classes, it is still not clear how the regulation activities influence peer interactions, which is important for improvement of regulation itself. This case study examined dynamic interactions of several small teams of ESL students when they performed two collaborative argument writing tasks without and with regulation. Interaction patterns were identified in terms of ‘equality’ and ‘mutuality’ and different interaction patterns occurred when these learners switched between tasks. The dynamic features of peer interactions were explained according to an extended activity model. This study enriched the observation of how regulation affected peer interactions through sociocultural factors. The result can provide insights into how regulation activity should be designed and improved for web-based collaborative writing activities in L2 classes.

摘要

虽然规制已经成为提高二语课堂协作写作效果的关键方法，但规制活动如何影响同伴互动仍不清楚，这对于规制本身的改进很重要。本案例研究检查了几个 ESL 学生小组在没有和有规定的情况下执行两项协作式论证写作任务时的动态互动。交互模式是根据“平等”和“相互”来确定的，当这些学习者在任务之间切换时会出现不同的交互模式。根据扩展活动模型解释了同伴互动的动态特征。这项研究丰富了监管如何通过社会文化因素影响同伴互动的观察。