Collaborative Processes in EFL Argumentative Writing in Different Learning Environments: A Qualitative Study
Abstract
Drawing on the Writers-within-Community (WWC) model, this study examined how EFL students collaboratively engaged in integrated argumentative writing tasks and how different learning environments mediated their collaborative processes. A qualitative design was adopted, drawing on multiple data sources, including audio-recorded discussions, collaboratively written texts, revision histories, and stimulated recall interviews. Four dyads of EFL learners participated in collaborative discussion and writing tasks in either face-to-face or blended learning environments. The findings showed that students actively exchanged ideas during face-to-face discussion; however, their interaction mainly focused on idea generation rather than systematic argumentative development. More substantial differences emerged during the writing and revision phases. In the face-to-face environment, students tended to divide the writing task and compose sections individually, resulting in limited joint text construction and surface-level revision. In contrast, the blended learning environment supported more interactive collaboration, facilitating joint elaboration and deeper revision. These findings highlight the role of learning environments in shaping collaborative argumentative writing processes.
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References
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