Learning English Writing Collaboratively with AWE: Chinese EFL Learners’ Perceptions, Engagement, and Scaffolding

Abstract

This thesis examines how a group of Chinese university EFL (English as a foreign language) students learn English writing in an AWE-assisted collaborative English writing context. Within the broader sociocultural theory (Vygotsky, 1978), three distinctive constructs have been identified that are closely related to Chinese EFL students' learning in AWE-assisted and collaborative writing context: self-regulation (Hadwin et al., 2017; Schunk & Zimmerman, 1998; Usher & Schunk, 2018; Winne & Hadwin, 1998, 2008), learner engagement with machine feedback (Ellis, 2010; Z. V. Zhang & Hyland, 2018), and scaffolding (Wood et al., 1976; Van de Pol et al., 2010). Results showed that Chinese university EFL learners held an overwhelmingly positive attitude toward the usefulness of Pigai in facilitating English learning to a certain degree, although they were cognisant of its drawbacks. In addition, the participants engaged with the AWE tool in multiple interaction ways during essay revision processes, including individual interaction with the AWE tool, interacting with the AWE in discussion with a peer, and writing groups (each comprised six participants). This study also indicated that factors impacting EFL learners’ engagement in an AWEassisted learning context mainly came from five aspects: 1) the machine, 2) the EFL teacher, 3) peer learners, 4) task-related factors, and 5) other contextual factors. This study provides an enhanced conceptual perspective by combining the sociocultural theory and the nested ecosystems model for future research to capture the dynamic interplay between learners, technology, and the collaborative writing process in similar technology-assisted learning contexts. The framework highlights the complexity and need for curriculum innovation, educational policy orientation, solid research design, and technologies.