The dialogic nature of regulation in collaborative digital argumentative writing practices

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Zuany Luz Paba Argote
Diana De Castro Daza
Nancy Ramírez Roncancio


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 a sociocultural 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.

Article Details

How to Cite
Paba Argote, Z. L., De Castro Daza, D. ., & Ramírez Roncancio, N. (2022). The dialogic nature of regulation in collaborative digital argumentative writing practices. Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 10, DT1-DT21.
Special Issue: Digital technologies supporting dialogical education
Author Biographies

Zuany Luz Paba Argote, Universidad del Valle-Universidad del Magdalena

Zuany Luz Paba Argote is a PhD candidate in Psychology at the University of Valle (Universidad del Valle) and an Adjunct Full Time Professor at the University of Magdalena (Universidad del Magdalena); with a Master of Education from the Caribbean State University System (Sistema de Universidades Estatales del Caribe - SUE Caribe); and a Specialization in Edumatics from the Autonomous University of Colombia (Fundación Universidad Autónoma de Colombia). She is interested in studies on Dialogism and the use of 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. 

Diana De Castro Daza, Universidad del Valle

Diana De Castro Daza is a professor at the Institute of Psychology and director of the Language, Cognition and Education Research Group at the Center for Research in Psychology, Cognition and Culture (Centro de Investigaciones en Psicología, Cognición y Cultura), University of Valle (Universidad del Valle), Cali, Colombia. She obtained a PhD in Psychology with an emphasis in Human Development Processes and Health from the University of Brasilia (Universidade de Brasília), Brazil. She is a psychologist and received a Master of Psychology with an emphasis in the Psychology of Cognitive Development from University of Valle (Universidad del Valle). Her research, teaching experience and publications are focused on the areas of education and development, in particular the study of textual production, peer interaction, narration and mediation of digital technologies.

Nancy Ramírez Roncancio, Universidad Pedagógica y Tecnológica de Colombia

Nancy Ramírez Roncancio, Professor at the Pedagogical and Technological University of Colombia (Universidad Pedagógica y Tecnológica De Colombia), with professional experience in both classroom and distance programs. She received a degree in Psychology from the UPTC, and a PhD and master’s degree in Cognitive Psychology from the Federal University of Pernambuco (Universidade Federal De Pernambuco), Brazil. She obtained a Specialization in Learning Needs in Reading, Writing and Mathematics from the Pedagogical and Technological University of Colombia (Universidad Pedagógica y Tecnológica De Colombia). She is an active member of the Human Development, Cognition and Education Research Group and an Associate Researcher at the Center for Research in Argumentation at the Federal University of Pernambuco (Universidade Federal De Pernambuco). Research areas: educational psychology with an emphasis on the reading and comprehension of texts, cognitive development with an emphasis on argumentation and the development of critical-reflective thinking (metacognition).


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