Wiki-based collaborative writing in EFL classrooms: Fluency and learners’ attitudes in focus

Hosseini, Mohammad Sharif; Bavali, Mohammad; Rezvani, Reza

doi:10.1080/23311983.2020.1826649

Cited by 7 publications

(5 citation statements)

References 25 publications

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“…In other words, because of the wiki, the members of the experimental group wrote more accurately than their counterparts in the control group. This finding is in line with Hosseini et al (2021), which shows that the accuracy of students in wiki groups outweighed the accuracy of students in traditional writing groups. However, the finding is inconsistent with Caruso (2014), which found that wiki-based collaborative writing did not improve the accuracy of learners' individual written work.…”

Section: Discussionsupporting

confidence: 85%

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Implementing Wiki as an Asynchronous Tool to Enhance the Grammatical and Lexical Accuracy of Saudi Secondary-School Learners’ EFL Writing

Sahla¹,

Altalhab²

2022

ELT

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Wikis have been increasingly integrated into English-writing teaching and have served as one of the Web’s most crucial social-networking tools, improving the writing of EFL learners worldwide. The purpose of this study has been to examine the positive effects of wiki-mediated collaborative writing and peer feedback on the grammatical and lexical accuracy of Saudi EFL learners’ writing. To this end, 26 female secondary-school learners participated in the study and were selected from a private school in Riyadh. They were randomly assigned to a control group (N=12) and an experimental group (N=14). Both groups were given an identical writing task. However, in the control group, members individually completed the task, which was then reviewed by the teacher, while in the experimental group, members collaboratively completed the task, which was then reviewed by peers on a wiki platform. The data collection for this study rests on pre- and post-writing tests. The obtained data suggest that collaborative writing and peer feedback on wiki significantly improved the participants’ grammatical, but not lexical, accuracy in their writing. However, the results of the post-test data also reveal that the experimental group outperformed the control group regarding the average total errors. The results confirm the efficiency with which wiki-based writing-oriented instruction can improve learners’ accuracy.

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Section: Discussionsupporting

confidence: 85%

“…The findings from another recent study, Hosseini et al (2021), were similar to those from Hsu and Lo (2018). The 2021 study explores the effect of wikis on learners' writing accuracy.…”

Section: Wiki-mediated Writingsupporting

confidence: 87%

Implementing Wiki as an Asynchronous Tool to Enhance the Grammatical and Lexical Accuracy of Saudi Secondary-School Learners’ EFL Writing

Sahla¹,

Altalhab²

2022

ELT

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“…Gathering data from a number of 9 ESL learners, the authors reported that learners held the belief that creative writing tasks, particularly wikis contributed to their sense of agency and authenticity. Similarly, Hosseini et al (2021) carried out a study on 72 EFL learners from a language institute in order to first, investigate the impact of wikis as a collaborative tool on learners’ writing fluency and second, to investigate their perceptions of using wikis. Administering a post-task attitude questionnaire entailing and four open-ended questions to the participants, the findings suggested that wiki tools significantly improved their writing fluency.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Consistent with these developments and changes, various researchers have highlighted the significance of blogs or wikis for writing classes and have suggested wikis as a significant tool for collaborative work in the realm of education in general (Chu et al, 2019) and EFL context in particular (Su et al, 2019;Hosseini et al, 2021). Consequently, the adoption of wiki-based writing is coming to the fore in the context of L2 learning (Lai et al, 2016;Hosseini et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Exploring the effect of wiki-based writing instruction on writing skills and writing self-efficacy of Chinese English-as-a-foreign language learners

Jian-chun

Wang

2023

Front. Psychol.

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As a popular Web 2.0 technology, wikis have gained momentum in educational contexts. To give further empirical support to the use of wikis in foreign language education, this research probed the usefulness of a wiki-based writing instruction on the writing skill and self-efficacy of Chinese English-as-a-foreign language (EFL) learners. For this purpose, 53 EFL students in a foreign language school in China were selected as the participants. The two classes were assigned to an experimental group (N = 25) and a control group (N = 28). Over a period of 3 months, the experimental group was instructed based on wiki-based writing instruction while the control group was taught traditionally. The data were collected by administering IELTS writing tasks and a writing self-efficacy scale employed for pre- and post-tests. The results of data analysis indicated that both classes substantially enhanced their writing skill and writing self-efficacy. Nevertheless, the experimental group performed better than the control group in terms of both dependent variables, leading the researchers to conclude that the wiki-based writing instruction was significantly effective in boosting writing skill and self-efficacy of Chinese EFL learners. These outcomes can offer some worthwhile implications for EFL instructors.

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“…Some students can communicate effectively in English but struggle to do so in writing. As a result, when writing, EFL students will collaborate to emphasize fluency and attitudes in focus, allowing them to substantially outperform the conventional community in terms of writing fluency (Hosseini, Bavali, & Rezvani, 2020). Writing is described as a reflective task requiring sufficient time to think about a particular topic as well as evaluate and identify any prior knowledge.…”

Section: Academic Writingmentioning

confidence: 99%

Exploring Cohesions in EFL Academic Writing: A State of the Art on the Study of Cohesions

Uru¹,

Sudirman²,

Nugroho³

2021

Elsya

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Cohesion has become a crucial component of academic writing that promotes the semantic connection within phrases and sentences. The objectives of this literature review research are to identify different forms of cohesions and the most common form of cohesion in articles on EFL academic writing. This study extracted records from Google Scholar and Scopus databases and selected 20 studies in the last five years out of 700 on the use of cohesions in the writing of EFL students. The data was gathered by sorting similar messages, finding cohesions, clarifying cohesions, and counting the cohesions with the highest percentage. The research results show that the published articles containing cohesions represent the reference (35%), paired conjunctions (15%), reiteration (40%), and collocation (10%). The most common type of cohesion is reiteration, which is essential for comprehending what the authors mean in their published works. Cohesions in theoretical and practical grounds contribute to the explicitness of semantic components of words or phrases to generate the messages conveyed to readers.

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Wiki-based collaborative writing in EFL classrooms: Fluency and learners’ attitudes in focus

Cited by 7 publications

References 25 publications

Implementing Wiki as an Asynchronous Tool to Enhance the Grammatical and Lexical Accuracy of Saudi Secondary-School Learners’ EFL Writing

Implementing Wiki as an Asynchronous Tool to Enhance the Grammatical and Lexical Accuracy of Saudi Secondary-School Learners’ EFL Writing

Exploring the effect of wiki-based writing instruction on writing skills and writing self-efficacy of Chinese English-as-a-foreign language learners

Exploring Cohesions in EFL Academic Writing: A State of the Art on the Study of Cohesions

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