Exploring Interaction Patterns in Web-Based Collaborative Writing Tasks Among Advanced L2 Learners: A Case Study Using Feishu Platform

Collaborative writing, particularly in the context of Technology-Mediated Communication (TMC), has gained excessive attention in language education studies. Despite the extensive literature on collaborative writing, there is a lack of attention to advanced English for Academic Purposes (EAP) learners. This research investigates the interaction patterns of L2 PhD students during web-based collaborative academic writing tasks using the integrated platform, Feishu. The study collected data from group video conferences, post-task interviews, and writing products on Feishu. The findings reveal four predominant interaction patterns, namely collaborative, cooperative, facilitative/cooperative, and cooperative/passive. Factors influencing these patterns were primarily learner-centric, task-centric, and tool-centric. This study underlines the importance of understanding technology’s role in shaping collaborative writing dynamics and suggests the need for further exploration within diverse academic contexts and modern integrated platforms.