In-class or out-of-class? Unveiling factors influencing EFL learners' dynamic interaction in MALL-based collaborative writing

Abstract

Mobile assisted language learning (MALL) has facilitated language learning across time and space. Previous studies have found that students show different learning behaviors and interactions in different writing contexts, but few studies have explored how these contexts influenced learners’ interactions in MALL-based collaborative writing. This case study investigated how context-related factors mediated interaction patterns between two groups (n=6) of Chinese secondary EFL learners as they engaged in MALL-based collaborative writing in both in-class and out-of-class contexts. Data were collected from multiple sources, including questionnaires, online writing and discussion records, reflection papers, and semi-structured interviews. Adopting Storch’s (2002) model of “equality” and “mutuality,” this study found that both groups demonstrated a facilitator/collaborative pattern during Task One. However, in Task Two, Group One changed to a collaborative pattern, while Group Two shifted to a cooperative/withdrawn pattern. Drawing upon the expanded activity model, the analysis revealed six factors that shaped students’ interaction dynamics across contexts: goals, roles, emotional engagement, collaborative writing strategies, team management, and technological affordances. These findings deepen our understanding of how writing contexts influence group collaboration and offer both theoretical and empirical insights into how MALL-based collaborative writing can be designed and facilitated in second language (L2) education.