Peer-Feedback and Revision Process in a Wiki Mediated Collaborative Writing
Educational Technology Research and Development Volume 61, Number 2, ISSN 1042-1629
This study investigated the use of a wiki for collaborative writing among primary levels five (P5) and six (P6) students (n = 119) in a Chinese primary school in Hong Kong where English is taught as a second language (L2). Three classes of students and their English subject teachers participated in a three-month English language writing programme using a wiki. Quantitative and qualitative data were analyzed from activities recorded in the wiki system, including posted edits and comments, students' group writings and student and teacher interviews. The wiki page history revealed information on the types of revisions that occurred, showing that different types of feedback elicited actual revisions, which may have resulted in better group writing. Findings from the study may shed light on how wikis can help provide support for students' collaborative writing process with wikis, and how peer-feedback can influence this process.
Woo, M.M., Chu, S.K.W. & Li, X. (2013). Peer-Feedback and Revision Process in a Wiki Mediated Collaborative Writing. Educational Technology Research and Development, 61(2), 279-309.
- Collaborative Writing
- Computer Assisted Instruction
- content analysis
- Elementary School Students
- Elementary School Teachers
- English (Second Language)
- Feedback (Response)
- Foreign Countries
- Revision (Written Composition)
- Second Language Instruction
- Statistical Analysis
- Web 2.0 Technologies
- Web Sites
- Writing (Composition)
- Writing Instruction
Cited ByView References & Citations Map
Min Kyu Kim, Learning Sciences, United States; Tuba Ketenci, School of Industrial & Systems Engineering, United States
Internet and Higher Education Vol. 41, No. 1 (April 2019) pp. 62–76
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