Dynamic engagement in second language computer-mediated collaborative writing tasks: Does communication mode matter?

This study takes a dynamic approach to investigating engagement, examining fluctuations in cognitive-affective variables at regular time intervals during online collaborative second language (L2) writing tasks. Using conference software and editing software, 16 university students who use English as an L2, completed two problem-solution L2 tasks communication modes: video-chat text-chat. After each task, learners viewed videos of their performances 12 three-minute segments were asked rate engagement on scales (interest, focus). They then interviewed about attributions for ratings. Group-level analysis revealed that experienced significantly higher focus interest performed mode than text-chat mode. was contrasted with from perspective, which produced more nuanced picture individual trajectories the Dynamic patterns fell into either moderately steady, increasing, decreasing, or rollercoaster pattern categories. A content 32 interviews four factors accounted changes tasks: task design (e.g., familiarity), process instances collaboration), condition mode), learner perceptions proficiency).