The Role of Web-Based Writing Software in Negotiation for Meaning within Collaborative Writing-in-Interaction
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| Title: | The Role of Web-Based Writing Software in Negotiation for Meaning within Collaborative Writing-in-Interaction |
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| Language: | English |
| Authors: | Tait Bergstrom (ORCID |
| Source: | TESOL Quarterly. 2026 60(1):119-142. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Web Based Instruction, Writing Instruction, Writing (Composition), Computer Software, Computer Uses in Education, Collaborative Writing, Freshman Composition, Multilingualism, Bilingual Students, Discourse Analysis, Interaction, Educational Benefits |
| DOI: | 10.1002/tesq.70017 |
| ISSN: | 0039-8322 1545-7249 |
| Abstract: | Collaborative writing tasks in university-level writing intensive courses have been the focus of much study, but the role played by collaborative web-based writing software such as Google Docs in such group work considered as a discursive practice is less well understood. This case study of multilingual learners in a first-year composition course examines the use of web-based writing software in collaborative writing from a writing-in-interaction perspective. A Multimodal Conversation Analysis approach is used to illustrate how the design of software like Google Docs can result in writing-in-interaction characterized by very little of the critical negotiation for meaning that is typically cited as a benefit of such exercises. Implications and potential pedagogical interventions for addressing this issue are proposed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496830 |
| Database: | ERIC |
| Abstract: | Collaborative writing tasks in university-level writing intensive courses have been the focus of much study, but the role played by collaborative web-based writing software such as Google Docs in such group work considered as a discursive practice is less well understood. This case study of multilingual learners in a first-year composition course examines the use of web-based writing software in collaborative writing from a writing-in-interaction perspective. A Multimodal Conversation Analysis approach is used to illustrate how the design of software like Google Docs can result in writing-in-interaction characterized by very little of the critical negotiation for meaning that is typically cited as a benefit of such exercises. Implications and potential pedagogical interventions for addressing this issue are proposed. |
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| ISSN: | 0039-8322 1545-7249 |
| DOI: | 10.1002/tesq.70017 |
