EFL learners’ peer negotiations and attitudes in mobile-assisted collaborative writing

Shiou-Wen Yeh, Cheng Ting Chen

Research output: Contribution to journalArticlepeer-review


Based on the advantages of collaborative writing and the advanced development of mobile technology, this study investigated the communication process and attitudes of a group of college students toward collaborative writing using a Google Docs app on an English writing course. Online collaborative writing assignments were assigned by the instructor in class, while the English as a foreign language (EFL) students were required to work on the writing assignments online. The researchers examined participants’ peer negotiations in this mobile-enhanced, collaborative writing project, focusing on these EFL learners’ negotiation discourse patterns and strategies. With the aid of mobile technology, participants practiced English writing in a collaborative way. Their discourse functions, peer negotiation strategies, attitudes, and learning experiences were investigated. A mixed methodology was applied. The findings revealed that participants had a generally positive attitude toward the collaborative writing experience. The results are also discussed in terms of learners’ peer negotiation strategies and types of discourse functions.
Original languageAmerican English
Pages (from-to)41-56
Number of pages16
JournalLanguage Education & Assessment
Issue number1
StatePublished - 30 Apr 2019


  • mobile-assisted language learning
  • collaborative writing
  • English as a foreign language
  • attitudes

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