Using wiki-mediated collaboration to foster L2 writing performance

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dc.contributor.authorHsu, Hsiu-Chen
dc.contributor.authorLo, Yun-Fang
dc.date.accessioned2018-10-03T17:54:49Z
dc.date.available2018-10-03T17:54:49Z
dc.date.issued2018-10-01
dc.description.abstractThis study investigated the effect of wiki-mediated collaborative writing on the development of learners’ individual writing in a second language (L2). Participants were 52 learners of English as a foreign language enrolled in two intact junior writing classes at a Taiwanese university. One class was assigned to be a wiki-collaborative writing group (n = 26), and the other an individual writing group (n = 26). Both classes participated in an individual pre-test writing, a writing task, and an individual post-test writing over a 9-week period. Students in the wiki group worked in pairs via wikis to produce an expository essay; students in the individual group produced their essays alone. Learners’ written production on the pre-test and post-test was analyzed in terms of content and organization, and linguistic complexity and accuracy. Results indicated a significant effect for wiki-mediated collaborative writing on the content quality and linguistic accuracy of learners’ individual writing in L2. Its effect on the organization and linguistic complexity, however, was less evident.
dc.identifier.citationHsu, H.-C., & Lo, Y.-F. (2018). Using wiki-mediated collaboration to foster L2 writing performance. Language Learning & Technology, 22(3), 103–123. https://doi.org/10125/44659
dc.identifier.doi10125/44659
dc.identifier.issn1094-3501
dc.identifier.urihttp://hdl.handle.net/10125/44659
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherMichigan State University Center for Language Education and Research
dc.subjectCollaborative Learning
dc.subjectComputer-Mediated Communication
dc.subjectInstructional Design
dc.subjectWriting
dc.titleUsing wiki-mediated collaboration to foster L2 writing performance
dc.typeArticle
dc.type.dcmiText
prism.endingpage123
prism.number3
prism.publicationnameLanguage Learning & Technology
prism.startingpage103
prism.volume22

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Volume 22 Number 3, October 2018