an investigation of interaction patterns and text quality in efl learners’ computer-mediated text and voice-based responses

The interface seen between social dynamics of interactions and text quality and language learning has been a subject for sociocultural in second language acquisition and learning. the current study was aimed at investigating patterns of interaction and text quality which characterize dyadic group work during online writing task, investigation peer interactions in a second-year essay writing course at payam-e-noor university, mahdasht branch. a group of 12 young adult efl learners, all males between the ages of 18 and 26 were briefed on peer interaction criteria and were required to reconstruct three dictogloss tasks read to them by the instructor. when prepared to embark on dyadic tasks in which they would give feedback to their peers, participants were instructed to use text or voice message to share their ideas. data regarding peer interaction were collected one week to the end of the semester. the study probed into the grammatical and lexical complexity of the text produced by the learners through examining the salient traits of the interaction. the findings indicated that individual variables, as well as interactive relationships with group members impacted learners' actual involvement in tasks and the quantity and quality of their interaction. the results revealed that the text would become more complicated and lexically richer as learners address grammatical and lexical issues more.