چکیده:
This study aimed at investigating the potential of collaborative and ecollaborative writing modalities in developing interactional complexity, utilization of interactional demonstrators and density of
interaction. To this end, 66 Iranian intermediate female English as foreign language learners (EFL) were selected to participate in this study according to their scores on Oxford Placement Test (OPT).
Participant assignment into experimental group was done on the basis of computer literacy criterion. The conversation analysis of transcribed conversations in collaborative writing and log analysis of e-collaborative writing on e-writing forum indicated that collaborative writing led to more complex interaction than e-collaborative writing on the basis of interaction complexity measure. Significant differences were found in the frequency of interactional resources and demonstrators in two writing modalities using chi-square analysis. Informational demonstrators occurred more in e-collaborative
writing, and interactional, attitude and empathic resources occurred more in collaborative writing. Interaction density measure was also in favor of collaborative writing. The results implied that implementation of collaborative tasks is potential technique for the development and
assessment of interactional competence.
خلاصه ماشینی:
"Keywords: interactional complexity, interactional resources, interactionaldensity, collaborative writing, e-collaborative writing * English Translation Department, Karaj Branch, Islamic Azad University, Karaj Branch , Iran Received: 28/06/2017 Accepted: 29/10/2017 With the introduction of communicative competence, second and foreign language acquisition/learning literature has thrived with research on how and what factors affect the development of communicative competence components including grammar, sociolinguistic and discourse and strategic ones (Hulstijn, 2011).
There are plenty of studies on confirming decisive role of collaborative writing in influencing language complexity of learner language (Dobao, 2012; Elola & Oskoz, 2010; Jalili & Shahrokhi, 2017; McDonough & Fuentes, 2015; Yazdi-Amirkhiz, Ajideh, & Leitner, 2016) and cognitive task complexity on language complexity (Frear & Bitchener, 2015; Luna & Ortiz, 2013; Rahimpour & Mohamadi, 2012).
Literature Review Interactional Competence Building on sociocultural research, the role of learner talk, negotiation of meaning and interaction in the classroom is acknowledged to promote language learning (Twiner, Littleton, Coffin, & Whitelock, 2014).
Learning based evaluation studies are product based investigation of how interaction affects learning outcomes such as positive role of classroom interaction on speaking skill (Azadi, 2015), on word meaning (Ellis, Tanaka, & Yamazaki, 1994), ultimate language achievement (Collentine & Freed, 2004), and psychological traits such as attitude and ethnic relations (Sharan, 1980), motivation (Deci & Ryan, 2000), self-esteem (Ghaith, 2003), and social relations and competence beliefs (Urdan & Schoenfelder, 2006)."