Author
Aydın, Zeliha, Yıldız, S.
Publication Date
2014-02
Publication Place
-
University Hawai
Subject
Online teaching & learning, Virtual environments, Writing, Collaborative learning, CALL, Learners’ attitudes, Second language acquisition
Type
Periodical
Language
English
Digital
Yes
Manuscript
No
Library
Özyeğin University
Library Asset ID
1094-3501
Record ID
3e95ab51-9d52-46e7-badd-0ac6d0273bd9
Library Location
Preparatory English Program
Date
2014-02
Sample Text
This study focuses on the use of wikis in collaborative writing projects in foreign language learning classrooms. A total of 34 intermediate level university students learning English as a foreign language (EFL) were asked to accomplish three different wiki-based collaborative writing tasks, (argumentative, informative and decision-making) working in groups of four. Student wiki pages were then analyzed to investigate the role of task type in the number of self and peer-corrections as well as form-related and meaning-related changes. In addition, focus-group interviews and questionnaires were conducted to find out how students would describe their overall experience with the integration of a wiki-based collaborative writing project in their foreign language learning process. The results revealed that the argumentative task promoted more peer-corrections than the informative and decision-making tasks. In addition, the informative task yielded more self-corrections than the argumentative and decision-making tasks. Furthermore, the use of wiki-based collaborative writing tasks led to the accurate use of grammatical structures 94% of the time. The results of the study also suggest that students paid more attention to meaning rather than form regardless of the task type. Finally, students had positive experiences using wikis in foreign language writing, and they believed that their writing performance had improved.
Cilt
18
