Conflict patterns in second language writing groups

This study investigated the conflict dynamisms during peer interaction at a key university in South Central China. A total of 27 students from an intact class taking an integrated English course formed small groups of 3 and wrote 3 essays collaboratively. This qualitative inquiry focused on three case groups. With data triangulation from observation notes, screen recording transcripts, retrospective interviews, and students’ reflection papers, the study revealed that during the three collaborative writing tasks, the small groups displayed distinct and dynamic conflict patterns. Students’ second language writing improvements after the three collaborative writing tasks were closely related with the conflict patterns that they experienced. The four distinct conflict patterns identified in this study, distinguishable in terms of cognitive conflict levels and socio-emotional (& process) conflict levels, formed a comprehensive model for guiding future research and practice in collaborative work.