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Learner interactions in face-to-face collaborative writing with the support of online resources

机译：在线资源支持下的面对面协作写作中的学习者互动

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This study explores interactions among language learners with the support of online resources in a collaborative writing task and how online resources assisted collaborating learners in the meaning-making process. The study was conducted in the freshman English course at a national university in Taiwan. Fifty-six students constructed an essay in pairs firstly without the support of online resources, and subsequently constructed another essay with the support of online resources. Each pair's interactional patterns and dynamics of peer scaffolding across the two settings were examined. The findings show that the availability of online resources fosters a variety of interaction characteristics among learners with varied collaboration orientation. Results also suggest that learners' collaboration predisposition at the onset plays a critical role in influencing the way they used online resources to support their interaction. This study thus suggests that learners' collaborative patterns and their use of online resources have mutual impact, which may inform teachers seeking to integrate online resources to enhance their students' collaborative learning.
机译：这项研究探索了语言学习者在协作写作任务中在在线资源的支持下的交互作用，以及在线资源如何在意义形成过程中协助协作学习者。这项研究是在台湾国立大学的新生英语课程中进行的。五十六名学生首先在没有在线资源支持的情况下成对撰写了一篇论文，然后在在线资源的支持下又撰写了另一篇论文。检查了每对在两种设置下的相互作用模式和对等支架的动力学。研究结果表明，在线资源的可用性促进了具有不同协作方向的学习者之间的各种互动特征。结果还表明，学习者在开始时的协作倾向在影响他们使用在线资源支持互动的方式中起着至关重要的作用。因此，这项研究表明，学习者的协作模式和他们对在线资源的使用具有相互影响，这可能有助于寻求整合在线资源以增强学生协作学习的教师。

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