The Nature of Collaboration in Collaborative Editing Task: Evidence of First Language Use and Patterns of Interaction

This study aims to investigate the nature of collaboration in an EFL collaborative editing task, particularly evidence first language (L1) use and patterns interaction that students used formed when working with a passage task. The recruited 22 grade eleven SMA Xaverius, Pringsewu. follows framework Storchs’ dyadic pattern (2002) Storch Aldosari's L1 function code analyze its data. data this were transcripts 11 pairs participating found number first-language is bigger than target use. In percentage, student average produced around 55,7% words 43,3% second language. main for grammar deliberation, followed by deliberations over vocabulary (20,2% all turns), task management (11,1% mechanics deliberation (5% last generating ideas (4,5% turns). learners was (eight out pairs). remaining fit dominant/dominant, dominant/passive, Expert/novice each pair, respectively.