Wikis as a Tool for Collaborative Language Learning: Implications for Literacy, Language Education and Multilingualism

Abstract

Summary. This study presents a review of the literature concerning the use of wikis as a tool for collaborative learning in the second language acquisition and foreign language learning process, as research on the use of wikis is relatively new. The study first introduces the theoretical background behind the use of wikis in the mentioned processes. Then, it reviews the studies concerning wikis as a tool for collaborative language learning. The study concludes that the use of wikis improves basic language skills, encourages positive perceptions of learning, increases motivation, provides opportunities to practice autonomy, and enhances inquiry learning and critical thinking, although they appear to have no effect on cultural proficiency. More importantly, Wikis appear to be an advantageous tool for improving writing, and may have additional benefits in developing literacy in multilingual contexts where access to minor languages in the educational process is limited. The paper ends with practical recommendations for teachers and researchers.Keywords: collaborative learning; collaboration; foreign language learning; learner autonomy; second language learning. IntroductionWithin the contexts of second language acquisition and foreign language learning, wikis constitute a quickly emerging and popular learning tool. Because research on their efficiency is relatively new, wikis' efficacy in the language acquisition and learning processes remains an open question. This study aims to review various scientific studies on the use of wikis as a tool for collaborative learning and their role within second language acquisition and foreign language learning contexts. The study first introduces wikis in general and focuses on the effects of wikis on education. Second, the study focuses briefly on the theoretical framework of wikis in language learning, particularly in terms of Collaborative Learning, Collaborative Writing, Constructivism, Situated Cognition, Autonomy, and Self-determination Theory. Finally, this study reviews research concerning Selami AYDIN 208 the use of wikis as a tool for language learning. It first reviews the studies on learners' attitudes towards and perceptions of the use of wikis in language learning and the effects of wikis on motivation. This study then focuses on the effects of wiki use on learners' cultural awareness, autonomous learning, inquiry learning, and critical thinking. Next, the study reviews the research concerning basic language skills, namely skills in speaking, reading, writing, and grammar.Finally, after a brief summary of the research reviewed, this study concludes with practical recommendations for teachers and researchers.

Teaching Vocabulary Through Wiki to First Secondary Graders

“…If we look at Axis B results in table 2, it can be assumed that wikis are an effective tool to enhance students' motivation to learn vocabulary and English in general. Same findings can be read in many studies such as Arnold et al (2012), Awada and Diab (2018), Aydin (2015), Isa (2012), Mohammed (2013).…”

How wiki-based tasks, and forums favor university students' writing skills and promote collaborative autonomy

“…The findings of this study shed light on the effectiveness of wiki-based activities and forums in the development of the second-language students' written skills [28,29], and their impact on the collaborative autonomy [2,3,4] in a blended learning course. The learning outputs and the learners' improvements in their level of the grammatical and discourse competences, in their confidence in second language (L2) as well as in their vocabulary and knowledge of the English culture are in line with the positive results pointed out previously.…”

The effect of teacher’s presence in collaborative online writing on EFL writing skills, reading comprehension and learner autonomy

“…Other studies were more concerned with analyzing students" writing subskills and perception towards writing. For instance, Tsoi (2010), Ciftci and Kocoglu (2012) and Aydin (2014) reported that incorporating Web 2.0 collaborative activities, including blogs and wikis, improved students" writing content, collaboration and task management. This is attributed to the shared knowledge production compared to individualized models of writing.…”