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Collaborative writing in an EFL secondary setting: the role of task complexity

  • Meixiu Zhang ORCID logo EMAIL logo
Published/Copyright: August 12, 2022
International Review of Applied Linguistics in Language Teaching
From the journal International Review of Applied Linguistics in Language Teaching Volume 62 Issue 2

Abstract

Prior research found that compared with individual writing, collaborative writing improves learner performance and facilitates writing development. However, it remains unknown whether collaboration may allow learners to tackle writing tasks of varying cognitive demands. This study examined the role of task complexity in collaborative writing (CW) through (a) comparing how individual learners and dyads performed in tasks of varying cognitive demands and (b) examining how task complexity impacted pairs’ co-constructed texts. Sixty-nine Chinese junior high school learners of English (14–16 years old) were divided into two groups: individual writing (n = 21 learners) and a CW group (n = 24 pairs). Learners in both groups completed a simple and a complex task (manipulated via ± task structure). The written products were analyzed in terms of linguistic complexity, accuracy, fluency, and functional adequacy. Results indicated that the benefits of collaboration on learners’ written products were subject to the influence of task structure. When task structure is present, dyads produced functionally more adequate and longer texts than individual learners. In contrast, without task structure, dyads gained an edge over individual writers in terms of linguistic accuracy and fluency. Also, when examining the role of task complexity within the CW group, this study found that task structure exerted some influence on fluency, but not on other aspects of the jointly written products. Pedagogical and research implications were discussed.

Keywords: collaborative writing; functional adequacy; L2 writing; learner performance; task complexity; task structure
Corresponding author: Meixiu Zhang, Texas Tech University, 2906 18th St, 79409, Lubbock, TX, USA, E-mail:

Appendix A. Writing Prompts (Translated from Chinese)

  1. Supposing that your pen pal Jack who lives in Canada wrote you a letter saying that he wanted to learn more about traditional festivals in China. In this task, you are asked to write a letter back to Jack. In the letter, you will introduce your favorite traditional festival in China. Some examples of traditional Chinese festivals are Spring Festival, Lantern Festival, Qingming Festival, Dragon Boat Festival, Mid-autumn Festival, Double-ninth Festival, and etc.

For your reference, below is a suggested structure for the letter:

  1. Paragraph 1: A greeting and an introduction stating the purpose of the letter

  2. Paragraph 2: an introduction of the festival (e.g., the date, customs, activities, facts, history)

  3. Paragraph 3: An ending paragraph in which you can express good wishes or include an invitation

  4. Supposing that your pen pal Jack who lives in Canada wrote you a letter saying that he wanted to learn more about traditional Chinese arts. In this task, you are asked to write a letter back to Jack. In the letter, you will introduce your favorite traditional Chinese art.

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Received: 2022-02-03
Accepted: 2022-07-15
Published Online: 2022-08-12
Published in Print: 2024-06-25

© 2022 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Frontmatter
  2. Research Articles
  3. Consolidating EFL content and vocabulary learning via interactive reading
  4. Understanding salient trajectories and emerging profiles in the development of Chinese learners’ motivation: a growth mixture modeling approach
  5. Multilingual pedagogies in first versus foreign language contexts: a cross-country study of language teachers
  6. Classroom assessment and learning motivation: insights from secondary school EFL classrooms
  7. Interculturality and Islam in Indonesia’s high-school EFL classrooms
  8. Collaborative writing in an EFL secondary setting: the role of task complexity
  9. Spanish heritage speakers’ processing of lexical stress
  10. Effectiveness of second language collocation instruction: a meta-analysis
  11. Understanding the Usefulness of E-Portfolios: Linking Artefacts, Reflection, and Validation
  12. Syntactic prediction in L2 learners: evidence from English disjunction processing
  13. The cognitive construction-grammar approach to teaching the Chinese Ba construction in a foreign language classroom
  14. The predictive roles of enjoyment, anxiety, willingness to communicate on students’ performance in English public speaking classes
  15. Speaking proficiency development in EFL classrooms: measuring the differential effect of TBLT and PPP teaching approaches
  16. L2 textbook input and L2 written production: a case of Korean locative postposition–verb construction
  17. What does the processing of chunks by learners of Chinese tell us? An acceptability judgment investigation
  18. Comparative analysis of written corrective feedback strategies: a linear growth modeling approach
  19. Enjoyment in language teaching: a study into EFL teachers’ subjectivities
  20. Students’ attitude and motivation towards concept mapping-based prewriting strategies
  21. Pronunciation pedagogy in English as a foreign language teacher education programs in Vietnam
  22. The role of language aptitude probed within extensive instruction experience: morphosyntactic knowledge of advanced users of L2 English
  23. The impact of different glossing conditions on the learning of EFL single words and collocations in reading
  24. Patterns of motivational beliefs among high-, medium-, and low-achieving English learners in China
  25. The effect of linguistic choices in note-taking on academic listening performance: a pedagogical translanguaging perspective
  26. A latent profile analysis of Chinese EFL learners’ enjoyment and anxiety in reading and writing: associations with imaginative capacity and story continuation writing performance
  27. Effects of monolingual and bilingual subtitles on L2 vocabulary acquisition
  28. Task complexity, task repetition, and L2 writing complexity: exploring interactions in the TBLT domain
  29. Expansion of verb-argument construction repertoires in L2 English writing
  30. Immediate versus delayed prompts, field dependence and independence cognitive style and L2 development
  31. Aural vocabulary, orthographic vocabulary, and listening comprehension
  32. The use of metadiscourse by secondary-level Chinese learners of English in examination scripts: insights from a corpus-based study
  33. Scoping review of research methodologies across language studies with deaf and hard-of-hearing multilingual learners
  34. Exploring immediate and prolonged effects of collaborative writing on young learners’ texts: L2 versus FL
  35. Discrepancy in prosodic disambiguation strategies between Chinese EFL learners and native English speakers
  36. Exploring the state of research on motivation in second language learning: a review and a reliability generalization meta-analysis
  37. Japanese complaint responses in textbook dialogues and ordinary conversations: learning objects to expand interactional repertoires
https://doi.org/10.1515/iral-2022-0024
Keywords for this article
collaborative writing; functional adequacy; L2 writing; learner performance; task complexity; task structure

Articles in the same Issue

  1. Frontmatter
  2. Research Articles
  3. Consolidating EFL content and vocabulary learning via interactive reading
  4. Understanding salient trajectories and emerging profiles in the development of Chinese learners’ motivation: a growth mixture modeling approach
  5. Multilingual pedagogies in first versus foreign language contexts: a cross-country study of language teachers
  6. Classroom assessment and learning motivation: insights from secondary school EFL classrooms
  7. Interculturality and Islam in Indonesia’s high-school EFL classrooms
  8. Collaborative writing in an EFL secondary setting: the role of task complexity
  9. Spanish heritage speakers’ processing of lexical stress
  10. Effectiveness of second language collocation instruction: a meta-analysis
  11. Understanding the Usefulness of E-Portfolios: Linking Artefacts, Reflection, and Validation
  12. Syntactic prediction in L2 learners: evidence from English disjunction processing
  13. The cognitive construction-grammar approach to teaching the Chinese Ba construction in a foreign language classroom
  14. The predictive roles of enjoyment, anxiety, willingness to communicate on students’ performance in English public speaking classes
  15. Speaking proficiency development in EFL classrooms: measuring the differential effect of TBLT and PPP teaching approaches
  16. L2 textbook input and L2 written production: a case of Korean locative postposition–verb construction
  17. What does the processing of chunks by learners of Chinese tell us? An acceptability judgment investigation
  18. Comparative analysis of written corrective feedback strategies: a linear growth modeling approach
  19. Enjoyment in language teaching: a study into EFL teachers’ subjectivities
  20. Students’ attitude and motivation towards concept mapping-based prewriting strategies
  21. Pronunciation pedagogy in English as a foreign language teacher education programs in Vietnam
  22. The role of language aptitude probed within extensive instruction experience: morphosyntactic knowledge of advanced users of L2 English
  23. The impact of different glossing conditions on the learning of EFL single words and collocations in reading
  24. Patterns of motivational beliefs among high-, medium-, and low-achieving English learners in China
  25. The effect of linguistic choices in note-taking on academic listening performance: a pedagogical translanguaging perspective
  26. A latent profile analysis of Chinese EFL learners’ enjoyment and anxiety in reading and writing: associations with imaginative capacity and story continuation writing performance
  27. Effects of monolingual and bilingual subtitles on L2 vocabulary acquisition
  28. Task complexity, task repetition, and L2 writing complexity: exploring interactions in the TBLT domain
  29. Expansion of verb-argument construction repertoires in L2 English writing
  30. Immediate versus delayed prompts, field dependence and independence cognitive style and L2 development
  31. Aural vocabulary, orthographic vocabulary, and listening comprehension
  32. The use of metadiscourse by secondary-level Chinese learners of English in examination scripts: insights from a corpus-based study
  33. Scoping review of research methodologies across language studies with deaf and hard-of-hearing multilingual learners
  34. Exploring immediate and prolonged effects of collaborative writing on young learners’ texts: L2 versus FL
  35. Discrepancy in prosodic disambiguation strategies between Chinese EFL learners and native English speakers
  36. Exploring the state of research on motivation in second language learning: a review and a reliability generalization meta-analysis
  37. Japanese complaint responses in textbook dialogues and ordinary conversations: learning objects to expand interactional repertoires
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