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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
Language: English
Authors: Tait Bergstrom (ORCID 0000-0003-4872-3307)
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
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  Data: 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
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  Data: 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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