| Summary: | This paper explores the use of online teaching of negotiation and writing skills to second
language learners in an undergraduate workplace English course. Using the case method as
approach to get learners to work on authentic workplace issues through meetings and face to
face sessions, the analysis of their embedded online discussions and comments for two writing
tasks (online and face to face) revealed that while meaning negotiation, error corrections and
technical actions did occur, social talk and content management happened to predominate
online discussions. Further analysis revealed that the relationship among different types of
online writings and subsequent writings and revision though complex where highly dependent on
group makeup, proficiency level and learner motivation. Student reflections suggest that while
being interested in online activities alone does not guarantee quality writing, the ability to see
words in print enabled learners to understand the meeting process and this helped them use
reported speech more efficiently. Writing instructors may need to proactively intervene from
time to time to raise awareness on the required form, model, scaffold, and support revision
activity to ensure learning takes place.
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