Rong, Xin; (2025) Writing Processes and Products in Computer-Assisted Collaborative Writing. Doctoral thesis (Ph.D), UCL (University College London).

Text Xin Rong - PhD thesis.pdf - Accepted Version Access restricted to UCL open access staff until 1 June 2026. Download (10MB)

Abstract

Collaborative writing, defined as the collective production of a written text by learners, has gained significant attention in second language (L2) writing research. Nevertheless, limited attention has been devoted to the cognitive writing processes in which L2 writers engage. Drawing on Kellogg’s (1996) and Rijlaarsdam and van den Bergh’s (1996) writing models as theoretical frameworks, this thesis examines the individual and combined effects of writing period and task complexity on the cognitive processes (and products) involved in computer-assisted collaborative writing among L2 learners, as well as how writing behaviours predict the quality of their texts. This study applied a mixed-methods and within-groups design. Fifty-six Chinese learners of L2 English participated as 28 randomly assigned pairs. Each pair completed two integrated writing tasks differing in cognitive complexity. The simple task version required participants to summarise a single text, while the complex task version involved summarising information from three texts. A keystroke logging tool was employed to capture participants’ observable writing behaviours during task performance, which were quantitatively analysed in terms of speed fluency, pausing, and revision. The participants’ written texts were evaluated for linguistic complexity, accuracy, and analytical quality. Qualitative data regarding participants’ underlying cognitive activities were gathered through one-to-one stimulated recall interviews with eight pairs after completing the second task. The data collected were analysed across the entire writing process and segmented into five equal temporal periods. Linear mixed-effects models and qualitative analyses revealed four findings. First, a temporal effect was observed in the cognitive processes associated with computer-assisted collaborative writing. Second, participants exhibited slightly different writing processes when performing tasks of varying complexity. Third, task complexity had a significant influence on text quality. Finally, observable writing behaviours predicted text quality, with these relationships influenced by both writing periods and task complexity.

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