Abstract :
This paper discusses a study designed to investigate the nature and quality of childrenʹs oral language interactions during the process of collaborative writing with the computer. The data collection was undertaken through two case studies conducted in the U.K. (N = 8) and Finland (N = 30) with primary-aged children. The data were collected through tape-recordings, transcripts and a system of analysis which classifies childrenʹs linguistic utterances according to functions. Observations and interviews were used to obtain information of the situational context in which childrenʹs talk occurred. The findings show that childrenʹs verbal interactions were highly task related, characterised by the exchange of information, questioning, judging, organising and composing. Exploratory and argumentational use of language was, however, found to be low and the general nature of peer interaction was rather procedural and context bound. The implications of these findings to theory and practise are discussed.
