Exploring synchronous and asynchronous communication during pair work: the case of Chinese language learners

Liu, Qi (2021) Exploring synchronous and asynchronous communication during pair work: the case of Chinese language learners. Doctoral thesis, Northern Arizona University.

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Abstract

Informed by sociocultural theories, collaborative writing (CW), a writing activity that involved two or more writers who share and exchange knowledge and negotiate decision-making to complete a single written text (Storch, 2002, 2013), has been found to benefit the second language (L2) students’ language learning by a substantial body of empirical research. The affordances of the synchronous and asynchronous technologies have made it possible to implement CW tasks in computer-mediated communication (CMC) environments. Previous researchers have respectively examined the L2 learners’ interaction and learning in synchronous CW tasks and asynchronous CW tasks. However, there is still a research gap about whether different modes of CMC (i.e., synchronous and asynchronous) may impact the potential of online CW tasks in L2 classrooms. Extending this inquiry, this study addressed a learner population that has been under-presented in existing CW literature and used Google Docs as the main computer-mediated technology to explore CW activities in Chinese language classrooms in both synchronous and asynchronous modes. Through analyzing triangulated data sources (i.e., Chinese learners’ pair talk when completing CW tasks, comments on Google Docs, revision histories at Google Docs, written products, post-task surveys, post-task reflection papers, post-task interviews), the author found that CMC mode impacted most pairs’ patterns of communication. In particular, all pairs were able to demonstrate highly mutual interactions when communicating via Google Docs and Zoom in the synchronous mode whereas only a small portion of the pairs developed a collaborative approach toward the CW task in the asynchronous mode when communicating via Google Docs only. Nevertheless, the CMC mode did not impact the linguistic complexity, accuracy, fluency, and holistic rating of the writing performance. Also, students reported more affordances associated with the synchronous mode: it offered CFL learners more language learning opportunities and more positive learning experiences than the asynchronous one. The study also revealed multiple constraints that require attention when implementing both synchronous and asynchronous CW tasks in future CFL learning. Last, the study found that in deciding their preference for CMC mode in future CW tasks, CFL learners prioritized whether the CMC technologies benefited their learning. The findings provided implications for both CFL pedagogy and CW software development.

Item Type:	Thesis (Doctoral)
Publisher’s Statement:	© Copyright is held by the author. Digital access to this material is made possible by the Cline Library, Northern Arizona University. Further transmission, reproduction or presentation of protected items is prohibited except with permission of the author.
Keywords:	Chinese language learners; synchronous communication; asynchronous communication; computer-mediated dommunication
Subjects:	L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education
NAU Depositing Author Academic Status:	Student
Department/Unit:	Graduate College > Theses and Dissertations College of Education > Teaching and Learning
Date Deposited:	22 May 2023 21:59
Last Modified:	22 May 2023 21:59
URI:	https://openknowledge.nau.edu/id/eprint/5897

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