Abstract
Social and affective aspects in computer-supported collaborative learning are less investigated yet a crucial element for positive online learning experience. Together with cognitive and metacognitive learning activities, affective learning activities are beneficial for promoting constructive and effective negotiation. In order to facilitate effective negotiation and support social presence of computer-supported collaboration, this study implemented synchronous online chat for an EFL wiki-based collaborative writing project. This study aims to investigate the cognitive, affective, and metacognitive learning activities in such synchronous online discussion. The students’ shared goal was to produce a descriptive essay with the support of synchronous online discussion. Textual data was collected from chat log and analyzed with a focus on the type of learning activities and interaction pattern through content analysis.