Despite the solid evidence that online collaborative writing (CW) tasks benefit language learning, little is known about whether the computer-mediated communication (CMC) modality may impact the potential of online CW tasks in foreign language classrooms. This study examined the effect of task modality on the utility of CW tasks in language classrooms. Fourteen Chinese as a foreign language (CFL) learners completed Google Docs-based CW tasks in two modalities: A synchronous CMC modality entailing video-chatting in Zoom and an asynchronous CMC modality where learners interacted in Google Docs with delayed time. Through analyzing multiple data sources (i.e., peer interaction, written products, editing logs, interviews), we found that, while CMC modality did not impact writing performance, CFL learners had more language learning opportunities and more positive learning experiences in the synchronous mode than in the asynchronous one. The findings revealed multiple challenges that require attention when implementing asynchronous CW tasks in teaching.

中文翻译：

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同步与异步在线协作写作：一项针对汉语学习者的研究

尽管有确凿的证据表明在线协作写作 (CW) 任务有益于语言学习，但人们对计算机介导的交流 (CMC) 模式是否会影响外语课堂中在线 CW 任务的潜力知之甚少。本研究探讨了任务模式对语言课堂中 CW 任务效用的影响。14 名对外汉语 (CFL) 学习者以两种方式完成了基于 Google Docs 的 CW 任务：同步 CMC 方式（需要在 Zoom 中进行视频聊天）和异步 CMC 方式（学习者在 Google 文档中延迟时间交互）。通过分析多个数据源（即同行互动、书面产品、编辑日志、访谈），我们发现，虽然 CMC 模式不会影响写作表现，与异步模式相比，CFL 学习者在同步模式下有更多的语言学习机会和更积极的学习体验。研究结果揭示了在教学中实施异步 CW 任务时需要注意的多个挑战。