Recent Development of Wiki Applications in Collaborative Writing

Ansarimoghaddam, Shokoufeh; Tan, Bee Hoon; Yong, Mei Fung; Kasim, Zalina Mohd

doi:10.4304/tpls.2.10.2035-2044

Cited by 8 publications

(6 citation statements)

References 23 publications

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“…According to Elola and Oskoz (2010) and Strobl (2015), participants engaged in both individual and collaborative writing in pairs, and they reported favorable satisfaction of computer-mediated collaborative writing (CMCW). The findings are consistent with Ansarimoghaddam and Tan (2013) research. They investigated the impact of face-to-face (f2f) interactions and computer-mediated collaborative writing (CMCW) on individual writing outcomes among thirty Malaysian English as a Second Language (ESL) participants.…”

Section: Learners' Perspectives On Computer-mediated Collaborative Wr...supporting

confidence: 91%

Investigating errors made by English as a foreign language students during online collaborative writing

Moonma

2024

EDU

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This study focused on investigating common writing errors made by a group of Thai students who participated in online collaborative writing using Google Docs, and understanding their satisfaction and attitudes on this writing approach. The participants consisted 32 Thai first-year English major students who were purposively selected from their Writing I course. The researcher collected and analyzed eight argumentative pieces of writing, identifying a total of 484 errors. The most frequently occurring error areas were incomplete sentences (15.75%), spelling mistakes (13.50%), and word choice issues (12.25%), with grammatical errors being the most prevalent (72%). Following grammatical errors were lexical (12%) and mechanical errors (4%). To gauge students' satisfactions and attitudes, a questionnaire and semi-structured interviews were employed. The findings revealed that the students were highly satisfied with online collaborative writing with an average satisfaction score of 3.50. Overall, the students exhibited a positive attitude towards online collaborative writing, finding it useful due to its flexibility in terms of allowing them to work from anywhere at any time and for its ability to boost their motivation. The study's findings provide valuable insights for English teaching professionals in Thailand to consider when instructing students in writing.

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Section: Learners' Perspectives On Computer-mediated Collaborative Wr...supporting

confidence: 91%

Investigating errors made by English as a foreign language students during online collaborative writing

Moonma

2024

EDU

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“…Wikispaces is one of the Wiki applications in writing. It can be written and re-written multiple times by anyone, anywhere and anytime, because it offers technical core functions such as editing, links, thread changes, and search functions (Ansarimoghaddam et al, 2012;Ansarimoghaddam & Tan, 2013). The purpose of using Wikispaces is to encourage the students to discuss their argumentative essay from the beginning of the pre-writing phase till the completion of the final draft.…”

Section: Data Collection Methodsmentioning

confidence: 99%

Blended Learning Approach in Developing Metacognitive Strategies in Group Writing

Chee Mei

2024

JCLC

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Evolving technology has rapidly changed the scenario of education. Many universities in Malaysia are moving towards blended learning. This learning environment combines teaching methods, delivery methods, media formats or a mixture of all these. It also refers to integrated learning activities like online and face-to-face learning. This study examines how metacognitive strategies were developed during group work in an intact class comprising 21 first-year undergraduates in an expository writing course. It also seeks to determine the students’ perceptions of their blended writing experience. Data were collected from face-to-face group interactions and Wikispaces over eight weeks. Two sets of questionnaires were distributed to elicit the students' metacognitive knowledge and perceptions of blended learning. A semi-structured interview was also conducted. The study's findings revealed that an online learning platform is essential for students to plan their outlines, monitor and assess their progress in their work, and evaluate their strengths and weaknesses in writing. In order to engage the students in the writing process, both face-to-face and online methods should work in tandem to develop students’ metacognitive strategies and writing skills. The findings concluded that blended learning through Wikispaces helps make learning more efficient, meaningful, and beneficial because the students become more autonomous in their learning process as they interact in groups. There was a limitation, which was the slow internet connection, but it could be rectified because Wikispaces could be used synchronously and asynchronously.

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“…Although students embraced wiki-based learning but they maintained the habit of cramming to achieve high grades. Journal of Research in Curriculum, Instruction and Educational Technology Ansarimoghaddam et al (2012) found that wikis could be a useful tool for language learning. Wikis provided an interesting collaborative writing platform.…”

Section: Wikis In Language Instructionmentioning

confidence: 99%

Teaching Vocabulary through Wiki: Can It Works?

Al-Johali¹

2019

Journal of Research in Curriculum Instruction and Educational T

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his study aimed at investigating the effectiveness of wiki-based instruction on vocabulary learning of third intermediate graders. It was carried out in Sabia, Jazan, Saudi Arabia in 1440/2018. It followed the experimental method using a quasi-experimental design of one experimental group. The sample consisted of 31 Saudi teenage students who studied selected words via a vocabulary wiki. The researcher designed a wiki-based vocabulary course of twelve lessons to teach 70 words picked from the third intermediate English Schoolbook (Super Goal 6) to ensure their importance and beneficialness to students. A fellow English teacher has taught the course. A vocabulary pre-test and post-test along with a closed observation card were used to collect data. Data were analyzed by descriptive statistics and one-sample t-test. The findings indicated that the wiki had slight positive effect on vocabulary learning. The results demonstrated that students achieved significantly better marks in their post-test but with a low effect size (0.48). In addition, wiki was observed as usable, motivating, vocabulary enlarging assistant, and can be perceived positively by students. In the contrary, the collaborative work level was low. Accordingly, wikis can be a good vocabulary teaching tool if well-designed and well-implemented after training both teachers and students.

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Recent Development of Wiki Applications in Collaborative Writing

Cited by 8 publications

References 23 publications

Investigating errors made by English as a foreign language students during online collaborative writing

Investigating errors made by English as a foreign language students during online collaborative writing

Blended Learning Approach in Developing Metacognitive Strategies in Group Writing

Teaching Vocabulary through Wiki: Can It Works?

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