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Summary writing performance and students' perceptions of Wiki-based collaborative writing in an EFL class
PROCEEDINGS

, I-Shou University, Kaohsiung, Taiwan, Taiwan ; , National Chung Cheng University, Taiwan

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper proposes a Wiki-based collaborative writing approach to summary writing for language learners. An instructional computer-mediated collaborative writing class was implemented: comprehending the text, drafting the summary tasks, peer-revising, peer-editing, and individual publishing in English composition course. Seventy L2 learners at a university in southern Taiwan participated in this study. Instructor’s procedural and collective scaffolding foster students’ writing summary skills. A mixed-method approach was applied with text analysis, survey, and interview used for triangulation. The results showed students’ positive perceptions of the Wiki-based collaborative writing environment and the instructional design of implement Wiki-based collaborative writing summary tasks facilitated students’ summary writing skills and enhanced their experiences of collaborative learning on Wikis. The findings also indicated that Wiki-based collaborative writing provided students opportunities to communicate each other and improve their language proficiencies.

Citation

Wu, C.P. & Hsu, C. (2013). Summary writing performance and students' perceptions of Wiki-based collaborative writing in an EFL class. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 3442-3449). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 18, 2019 from .

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