Exploring Wiki-Mediated Collaborative Writing: A Case Study in an Elementary Spanish Course

Autor/in	Lee, Lina
Titel	Exploring Wiki-Mediated Collaborative Writing: A Case Study in an Elementary Spanish Course
Quelle	In: CALICO Journal, 27 (2010) 2, S.260-276 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-7778
Schlagwörter	Feedback (Response); Student Surveys; Collaborative Writing; Writing Processes; Writing Skills; Internet; Writing Instruction; Writing Improvement; Case Studies; Computer Software; Social Networks; Computer Mediated Communication; Instructional Effectiveness; Interviews; Peer Evaluation; Computer Assisted Instruction; Second Language Instruction; Second Language Learning; Error Correction; Introductory Courses; Spanish + Suchen Sie Ihr Suchwort? Schülerbefragung; Writing skill; Schreibfertigkeit; Schreibunterricht; Case study; Fallstudie; Case Study; Social network; Soziales Netzwerk; Computerkonferenz; Unterrichtserfolg; Interviewing; Interviewtechnik; Computer based training; Computerunterstützter Unterricht; Fremdsprachenunterricht; Zweitsprachenerwerb; Korrektur; Einführungskurs; Spanisch
Abstract	Wikis, as one of the Web 2.0 social networking tools, have been increasingly integrated into second language (L2) instruction to promote collaborative writing. This paper reports on a case study involving 35 university students at the beginning level who contributed to wiki pages over a period of 14 weeks. The affordances and constraints of using wikis for collaborative writing were drawn from data triangulation: (a) group wiki pages, (b) student surveys, and (c) final interviews. The results show that creating wikis had a positive impact on the development of students' writing skills through collaborative engagement. Scaffolding through peer feedback played a crucial role in the L2 writing process through which students not only helped each other organize the content but also made error corrections for language accuracy. In addition, the results indicate that task type affected the amount of writing produced by each group. The study suggests that the instructor needs to guide students during the revision process and offer them hints and tips for effective use of feedback. (Contains 2 tables, 2 figures and 9 notes.) (As Provided).
Anmerkungen	Computer Assisted Language Instruction Consortium. 214 Centennial Hall, 601 University Drive, San Marcos, TX 78666. Tel: 512-245-1417; Fax: 512-245-9089; e-mail: info@calico.org: Web site: http://calico.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10