Wiki effect on English as a foreign language writing achievement

Çelik, Şeyda Savran; Aydın, Selami

doi:10.18844/gjflt.v6i4.1674

Cited by 8 publications

(5 citation statements)

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“…The researchers discovered that process writing combined with the collaborative method was effective for improving students’ writing skills and boosting their engagement in prior studies (Celik & Aydin, 2016; Li & Zhu, 2017; Li, 2020; Wang, 2015). This study’s findings are consistent with earlier research, which found that wiki collaborative process writing increased students’ writing success in areas such as content and organization (Aydin & Yildiz, 2014; Wang, 2015), grammar, vocabulary, and mechanics (Aydin & Yildiz, 2014; Wang, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Wikis, one of the computer-mediated tools created by Cunningham, aim to supply a fast software platform where users have a chance to easily and freely modify content by creating, editing, uploading, and building web content (Celik & Aydin, 2016). Some scholars have integrated both process writing and collaborative writing with wiki technology for EFL/ESL learners (Chao & Lo, 2011; Hsu, 2019; Hsu & Lo, 2018; Lee, 2010; Li & Zhu, 2017; Vurdien, 2017; Wang, 2015; Wang et al, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

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Students’ Performance and Perceptions of Wiki-based Collaborative Writing for Learners of English as a Foreign Language

et al. 2022

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In the Taiwan EFL context particularly, little attention has been given to investigating the effects of wikis on EFL writing performance. Therefore, this study suggests a wiki-based collaborative writing activity in the writing process of creative English writing. In addition, the students’ perceptions of wiki collaborative writing were also measured. In this one-group pretest-post-test study, 32 learners at a public university in central Taiwan were invited to participate. The participants were selected using convenience sampling, a non-probability sampling technique. Instruments used to collect the data were online student background questionnaires, writing pre- and post-tests, and a student online questionnaire on wiki collaborative writing. The data from the wiki collaborative writing questionnaire were analyzed using descriptive statistics. The result of the study is expected to be able to enhance students’ writing performance and to encourage them to have strong motivation and good attitudes toward English writing. The students enjoyed being involved in online collaborative writing and learned to give comments and receive feedback in groups. It is thought to be a useful practice to enable students to socially interact to gain more knowledge, insights, and experience.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Students’ Performance and Perceptions of Wiki-based Collaborative Writing for Learners of English as a Foreign Language

et al. 2022

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“…However, they have no effect on cultural awareness. Çelik and Aydin (2016) experimentally examined the effects of wiki-based writing environment on writing achievement of 42 Turkish EFL learners. Background questionnaire, a writing achievement pre-and a post-test were administered.…”

Section: Using Wikis In Language Instructionmentioning

confidence: 99%

Teaching Vocabulary Through Wiki to First Secondary Graders

Al-Johali¹

2019

ELT

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Vocabulary is a fundamental component of any language. Learning vocabulary plays a crucial role in learning English language. Whereas wiki is a promising Web 2.0 technology that can be used innovatively in EFL instruction. This study aimed at examining the effectiveness of wiki-based instruction on vocabulary learning of first secondary graders. It was carried out in Sabya, Jazan, Saudi Arabia in 2018. It followed the quasi-experimental design of one experimental group. Fifty-seven Saudi teenage EFL students participated in a researcher-designed wiki-based vocabulary course in a random male school. The course consisted of twelve lessons to teach 80 words picked from the grade’s English Schoolbook (Mega Goal 2) to ensure their importance and benefit to students. Vocabulary pre-test and post-test along with a closed observation card were used to collect data. Descriptive statistics, paired samples and one-sample t-tests were used for analysis. It was found that wiki had slight positive effect on vocabulary learning. Results demonstrated that students achieved significantly better marks in their post-test but with a very low effect size (0.32). In addition, wiki was observed as usable, motivating, vocabulary enlarging assistant, and can be perceived positively by students. In the contrary, it was observed that the students’ 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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“…En el contexto ecuatoriano, escribir en inglés como lengua extranjera constituye una preocupación primordial para los estudiantes universitarios quienes necesitan esta habilidad en su vida académica porque es parte de los requisitos en cualquier carrera universitaria y les permite tener acceso a estudios de postgrado u otras oportunidades. Evidentemente, la habilidad de escribir en inglés con precisión es un aspecto esencial en términos de éxito en todos los niveles de educación y contexto profesional; por lo tanto, avanzar en la escritura de inglés como lengua extranjera brinda innumerables oportunidades y juega un papel crucial en el aprendizaje de este idioma (Celik y Aydin, 2016).…”

Section: La Escritura En La Enseñanza De Inglés Como Lengua Extranjeraunclassified

Aplicación de la metodología de aula invertida en la enseñanza de la destreza de escritura en inglés como lengua extranjera. Un estudio de caso en Ecuador

Cabrera-Solano¹,

Castillo-Cuesta²

2018

Transforming Education for a Changing World

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El presente estudio tuvo el objetivo de determinar la efectividad de la metodología de aula invertida en la enseñanza de la escritura en inglés como lengua extranjera en una universidad privada ubicada al sur de Ecuador. Los participantes fueron 58 estudiantes de la carrera de Ciencias de la Educación: Mención Inglés y 3 profesores que estuvieron a cargo de impartir clases de esta destreza a lo largo de cinco meses consecutivos. Se utilizó una metodología de investigación mixta que involucró la aplicación de un test de diagnóstico, 6 exámenes parciales, una prueba de conocimientos final y un cuestionario de satisfacción. Los estudiantes fueron organizados en dos grupos, un grupo de control y otro experimental. El grupo de control (27 estudiantes) recibió clases de escritura priorizando el método comunicativo, mientras que, con el grupo experimental (31 estudiantes) se aplicó la metodología de aula invertida apoyada en el uso de herramientas tecnológicas libres como Padlet y Socrative. Cabe señalar que en ambos grupos se pretendía fortalecer en los estudiantes la escritura de párrafos en el idioma inglés. Una vez analizados los datos de manera cuantitativa y cualitativa, los resultados evidenciaron un mejor rendimiento académico de los participantes del grupo experimental, lo cual demuestra que el aula invertida es una metodología de enseñanza altamente efectiva, que al apoyarse en herramientas tecnológicas innovadoras, motiva a los estudiantes a aprender activamente.

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Wiki effect on English as a foreign language writing achievement

Cited by 8 publications

References 0 publications

Students’ Performance and Perceptions of Wiki-based Collaborative Writing for Learners of English as a Foreign Language

Students’ Performance and Perceptions of Wiki-based Collaborative Writing for Learners of English as a Foreign Language

Teaching Vocabulary Through Wiki to First Secondary Graders

Aplicación de la metodología de aula invertida en la enseñanza de la destreza de escritura en inglés como lengua extranjera. Un estudio de caso en Ecuador

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