This SLLAT talk will be delivered by Laura Stiefenhofer (LAEL) on 'Investigating the relationship between peer interaction and writing process in computer supported collaborative L2 writing. An eye-tracking and stimulated recall study'.

In recent years, much research has been conducted on second language (L2) learner-learner interaction during collaborative writing tasks in face-to-face (FTF) contexts (e.g. McDonough, Crawford, & Vleeschauwer, 2016; Fernández Dobao, 2014). However, relatively little is known about the dynamics of peer interaction in computer supported collaborative writing (CSCW) (Cho, 2017; Rouhshad & Storch, 2016).

The present study explores interaction in CSCW by combining data from eye-tracking methodology, screen recordings and stimulated recall interviews. Four advanced EFL learner dyads completed two collaborative writing tasks, with a duration of 30 minutes. Both tasks required participants to jointly produce a text with recommendations for studying abroad. Task 2 additionally required the use of provided sources (figures and tables) for the composition of texts. Participants completed the tasks sitting in separate rooms, using Google Docs for writing, and written skype chat for communicating with each other. After the final task, participants were shown a video replay of their performance including their eye gazes, and were asked to comment on their thoughts during the task in a stimulated recall (SR) interview.

Chats and written texts were analysed for patterns of contribution. SR interviews were analysed using Atlas.ti, focusing on participants' task representation and role perception. The recording of the learner's eye-gaze behaviour provided insights into participants’ allocation of attention to the text, their partner’s input and the provided sources. Results indicate that dyads seemed to primarily adopt a cooperative mode of interaction (Storch, 2002), with very limited direct interaction.

Findings will be discussed in light of models of dyadic interaction (Storch, 2002; Meier, Spada, & Rummel, 2007) focusing on the applicability of existing models for collaborative writing in CSCW contexts and implications for the design of computer-mediated collaborative writing tasks. Furthermore, methodological affordances and challenges of using eye-tracking methodology in CSCW research will be addressed.

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