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A blended collaborative writing approach for Chinese L2 primary school students
ARTICLE

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Australasian Journal of Educational Technology Volume 27, Number 7, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education

Abstract

This paper outlines an adaptable collaborative writing approach employing a wiki to address the typical weaknesses of young Singaporean Chinese students learning Chinese as second language (L2) in Chinese writing. These students' problems in writing include limited and incorrect use of vocabulary, English-style grammar, badly structured passages, and so on. The collaborative writing approach, V.S.P.O.W., can be characterised as a recursive, bottom-up writing process that requires the students to collaboratively carry out wiki-based "word/phrase pooling" (V), "sentence making" (S), "paragraph writing" (P), and "outlining" (O); and eventually individual essay writing (W). We analysed the potential learning effects of the writing process among Primary 4 (10-year-old) students - especially in addressing and leveraging students' individual differences. Through teacher and student-initiated customisation of the original V.S.P.O.W. process, we hope to improve the students' micro-skills for writing. The results of the pilot study show that the target students' micro-skills for writing were significantly improved, which could be attributed to emerging peer coaching practices among them.

Citation

Wong, L.H., Chen, W., Chai, C.S., Chin, C.K. & Gao, P. (2011). A blended collaborative writing approach for Chinese L2 primary school students. Australasian Journal of Educational Technology, 27(7), 1208-1226. Australasian Society for Computers in Learning in Tertiary Education. Retrieved August 20, 2019 from .

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