A Study Of The Features Of Group Interaction In Collaborative Writing By Chinese EFL Learners

The past several decades has seen a growing trend in the studies of classroom interaction.Group interaction,as a typical form of classroom interaction,has received a wide attention.Among previous studies,many have discussed on different interactive patterns that students follow in their group interaction.However,as a key element in group interaction,scaffolding has not received due attention in the discussion of interactive patterns.Given this,the present study intends to explore the features of group interaction in Chinese EFL learners’ collaborative writing,from the perspective of interactive pattern and scaffolding functions.Specifically,it first attempts to find out different interactive patterns distinguished by the level of equality and mutuality in group interaction.Then,it discusses the scaffolding functions emerged in the process of group interaction.After that,it explores students’ perceptions of the interactive patterns and scaffolding functions in their collaborative writing.A total of 47 sophomores majoring in Law from a university in Shandong Province participated in this study.The data were collected from the audio recordings of group interaction in collaborative writing and semi-structured interviews.Using both quantitative and qualitative methods,the features of group interaction were analyzed through the transcripts of audio recordings from two aspects.One was the interactive pattern followed by each group,with an analysis of the level of equality and mutuality in each pattern being made.The other was the scaffolding functions identified in group interaction.Meanwhile,students’ perceptions of group interaction were discussed with reference to the interviewees’ responses in the semi-structured interviews.The results of this study revealed four interactive patterns followed by students in their group interaction.Among the ten groups,Group 2 and Group 8 followed the collaborative pattern,with a high level of equality and a high level of mutuality.Group 6 and Group 9 followed the alternate pattern,with a high level of equality yet a low level of mutuality.Group 4 and Group 10 followed the dominant/passive pattern,with low levels of equality and mutuality.The rest four groups followed the expert/novice pattern,with a low level of equality yet a high level of mutuality.As for scaffolding functions,eight types of scaffolding functions were identified,with the functions of providing words or expressions,error correction and providing ideas ranking the top three in terms of frequency,followed by the functions of inviting participation,giving feedback,direction maintenance,frustration control and simplifying tasks sequentially.-The distribution of scaflfolding functions among groups indicated that the collaborative pattern and the expert/novice pattern could better facilitate scaffolding functions than the other two interactive patterns.With regard to students’ perceptions of interactive patterns,comparatively speaking,students from groups with the collaborative pattern and the expert/novice pattern tended to be more satisfied with their interactive pattern.As for students’ perceptions of scaffolding functions,the most frequently-applied and useful three scaffolding functions,according to student’s responses in the semi-structured interviews,were the function of providing ideas,the function of providing words or expressions and the function of error correction respectively.Based on the results and discussion,the current study concludes that in order to facilitate scaffolding functions in group interaction,the collaborative pattern and the expert/novice pattern with a high level of mutuality are preferred.By implications,college English teachers are advised to guide students to follow the most effective interactive pattern for better teaching and learning.At last,limitations of this study are pointed out and suggestions f’or future studies are provided.