The Impact of Wiki-based Collaborative Writing on English L2 Learners' Individual Writing Development

Abstract

Although the benefits of group and pair work in the second language (L2) classroom have been extensively studied, most documented research has focused on the use of oral tasks and spoken interaction between learners. Recently however, researchers have begun to investigate the advantages of collaboration on written work. More specifically, with the advancements in computer technology and webbased collaborative platforms like wikis, there has been a growing awareness of the educational possibilities of wikis to enhance L2 writing instruction. This study followed a pretest/posttest repeated measures design to investigate the impact and students' perceptions of wiki-based collaborative writing activities on individual writing performance. The study involved 12 university students in a TOEFL preparation course at a large university in Bogota, Colombia. Students were divided into two groups: the experimental group (n=8) engaged in a series of wiki-based collaborative writing activities and focused practice between pre and posttests, while the control (n=4) received no treatment. Two individual writing samples (pre

Appraisal Resources in Chinese College Students' English Argumentative Writing

“…In recent years, the focus of ESL writing research is in four areas: genre theory, cooperative writing, grammar correction and individual differences, among which grammar correction has always been a hot topic. In addition, academic writing, corpus-based approach (Aull, 2015; Romero-Trillo, 2014), writer's identity (Ouellette, 2008;Ricento, 2005), as well as cooperative writing based on Wiki (Caruso, 2014;Chao & Lo, 2011;Elola & Oskoz, 2010), have gradually become research focus in recent years.…”

Online collaborative writing in an online EFL writing class

“…So, OCW did not affect the range of spoken words. It might result from students' using more complex and uncommon vocabulary as their vocabulary knowledge grows (Caruso, 2014). On the third measure, fluency, the higher mean scores of W and T/S in the post-test indicated that students wrote longer texts and used more T-units per sentence.…”

A study on enhancing writing motivation using collaborative technologies

“…In the literature, it has been shown that wikis have a positive effect on the educational outcomes of various fields such as pharmacy (Thompson & O'Bryant, 2014), nursing (Kardong-Edgren, 2009), statistics (Neumann & Hood, 2009), software engineering (Ras & Rech, 2009), information and communication technologies (Kear et al, 2010). It is seen that wikis have positive contributions as collaborative writing tools, especially in foreign language writing education (Alshumaimeri, 2011;Wong et al, 2011;Caruso, 2014;Li et al, 2014;Al-Johali, 2019;Khan and Hameed, 2021). Using wiki technology in second language writing education positively contributes to writing motivation (Çelik and Aydın, 2021).…”