Although peer interaction has received attention in second language (L2) collaborative writing (CW) research, the manner and quality of peer interaction have been less investigated. Previous studies usually examined peer interaction by looking at language-related episodes, overlooking the ways students negotiate for different types of knowledge for successful writing, such as content, organisation, and discourse. Moreover, the association between quality of negotiation and students’ writing process is elusive. This study aims to examine the way students discussed different aspects of writing during interaction and explore the impact of quality of negotiation on students’ subsequent writing and revisions. Data were collected from an intact academic writing class at a New Zealand university, where students formed groups to produce a single text per group over 12 weeks. Results showed that students discussed content and organisation more than language, and different qualities of negotiation were associated with different writing and revision outcomes. In addition, students discussed both local and global aspects of writing, and quality of negotiation is an important factor that mediates students’ writing and revision behaviours.

中文翻译：

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二语协作写作中的谈判方式和质量

尽管同伴互动在第二语言（L2）协作写作（CW）研究中受到关注，但同伴互动的方式和质量的研究较少。以前的研究通常通过观察与语言相关的事件来考察同伴互动，忽略了学生为成功写作而协商不同类型知识的方式，例如内容、组织和话语。此外，谈判质量与学生写作过程之间的联系是难以捉摸的。本研究旨在考察学生在互动过程中讨论写作不同方面的方式，探讨协商质量对学生后续写作和修改的影响。数据是从新西兰一所大学的完整学术写作课中收集的，学生们分成小组，在 12 周内每组写一篇文章。结果显示，学生更多地讨论内容和组织而不是语言，不同的谈判质量与不同的写作和修改结果相关。此外，学生讨论了写作的本地和全球方面，而谈判质量是调节学生写作和修改行为的重要因素。