The dialogic nature of regulation in collaborative digital argumentative writing practices

Oct 15, 2026

Uploaded by hdkawk

This article examines the dialogic nature of regulation in students’ argumentative writing during remote teaching on a controversial topic. Collaborative writing processes mediated by digital technology shifted under national biosecurity measures introduced during COVID-19, affecting interaction conditions. Using an asociocultural perspective, the study analyzes dialogism, regulation, positionings, collaborative writing, and digital mediation. Qualitative findings from a dyad over four weeks in Google Docs show peer negotiation and mutual influence shaping positionings and enabling synchronous and asynchronous dialogic interaction.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

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Introduction

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The dialogic nature of regulation in collaborative digital ISSN: 2325-3290 (online) argumentative writing practices Zuany Luz Paba Argote Universidad del Valle-Universidad del Magdalena, Colombia Nancy Ramírez Roncancio Universidad Pedagógica y Tecnológica de Colombia, Colombia Diana De Castro Daza Universidad del Valle, Colombia | Abstract
This article discusses the dialogic nature of regulating perspectives on a controversial topic during students’argumentative writing in remote teaching. The emerging collaborative writing processes mediated by digital technology are importantly changed as responses to physical distancing in education, as demanded by the measures of biosecurity established by the national government to prevent the transmission of COVID-19. Our analysis is framed in asociocultural perspective, which contributes to our understanding of the concepts related to dialogism, regulation, positionings on a topic, collaborative writing, and digital technology as a tool for dialogic interaction. Our qualitative, idiographic study analyzes the argumentative utterances produced by a dyad of students enrolled in a Textual Production course at a Colombian public university who write a critical commentary over four (4) weeks using Google Docs application. The findings indicate that the participants discuss and negotiate decisions in the group writing situation and that during this dialogic interaction, the ideas are influenced by the thoughts of the other. When they communicate with each other, their discourses regulate their positionings on the social situation that is the subject of the dialogue. It is also possible to identify both the possibilities of the pedagogical mode and its potential limitations for dialogic interaction, which synchronously and asynchronously facilitate or restrict the performance of the joint writing activity. It can be concluded that within the framework of remote teaching, digital technology has become a flexible mode of pedagogical practice that supports dialogic interaction, enables regulation among peers for discussion, negotiation, and positioning on a topic, and facilitates the construction of collective knowledge that emerges in argumentative collaborative writing. | | --- | | Keywords: social regulation, positionings, dialogic interaction, collaborative writing, digital technology. | Zuany Luz Paba Argote is a PhD candidate in Psychology at the Universidad del Valle , Colombia and an Adjunct Full Time Professor at the Universidad del Magdalena-Unimagdalena; with a Master of Education from the Unimagdalena - Caribbean State University System (Sistema de Universidades Estatales del Caribe - SUE Caribe); and a Specialization in Edumatics from Fundación Universidad Autónoma de Colombia. She is interested in studies on dialogism and technologies in teaching and learning processes. She has research experience in reading and writing processes in university students, pedagogy and didactics in language teaching, academic performance, and pro-social skills in children and young people. ORCID: [https://orcid.org/0000-0001-8559-3500](https://orcid.org/0000-0001-8559-3500) Dialogic Pedagogy: An International Online Journal | [http://dpj.pitt.edu](http://dpj.pitt.edu) [DOI: 10.5195/dpj](DOI: 10.5195/dpj).2022.468 | Vol. 10 (2022) DT1 The dialogic nature of regulation in collaborative digital argumentative writing practices Zuany Luz Paba Argote, Diana De Castro Daza, Nancy Ramírez Roncancio Diana De Castro Daza is an assistant professor at the Department of Developmental Sciences, Cognition and Neuroscience, Faculty of Psychology, Universidad del Valle, Colombia. She obtained a Ph. D. in Human Development Processes and Health at the Universidade de Brasília, Brazil, and a Master of Psychology with an emphasis in Cognitive Development from the Universidad del Valle. Her research focuses on education and development, particularly the study of children’s textual produ

FAQs

How does the study frame dialogism and regulation in collaborative argumentative writing?

It uses an asociocultural perspective to interpret dialogism, social regulation, positionings, and dialogic interaction in peer collaborative writing mediated by digital tools.

What role did remote teaching and COVID-19 biosecurity measures play in the writing process?

Remote teaching and physical distancing changed educational interaction conditions, so the collaborative writing practices and opportunities for dialogic regulation were reshaped under biosecurity demands.

What did the study find about how students negotiated and influenced each other’s positionings?

Participants discussed and negotiated group decisions, and their argumentative ideas were influenced by the thoughts of the other during dialogic interaction, regulating their positionings on the topic.

Oct 15, 2026

Uploaded by hdkawk