Why Students Do (Not) Want to Use Roles in Collaborative Writing

Abstract

Collaborative writing is challenging for university students. Using roles may improve their texts. This study focuses on how students perceive using roles. 21 groups of 3 university students wrote a theoretical framework in 8 sessions and answered questions about whether they enacted their role and why. Most students did not entirely enact the roles because they resisted, struggled or forgot. Others enacted the roles because of autonomous or controlled motivation.