Wikis in Language Learning: Merits and Limitations

Abstract

This study comprehensively reviews the literature associated with the implementation of wikis in an educational context, primarily concerning learning and teaching languages. The study proceeds by presenting wikis and their main theoretical background in a brief overview. After that, a discussion of the most recent empirical studies is presented, followed by an exploration of the merits and the limitations of using wikis in an educational setting. The paper concludes that wikis have a positive impact when it comes to improving learners’ knowledge of various aspects of language, enhancing their autonomy, learning perceptions, and motivation to learn. As a beneficial digital tool, wikis can effectively improve students’ language learning, which is achieved via critical thinking, negotiation of meaning, and collaborative learning, to name a few aspects. Having said this, limitations exist, all of which should be taken seriously by both administrators and teachers alike to maximise wikis’ benefits. Yet, it is increasingly evident that, in this context, wikis’ positives far outweigh their minuses. A number of practical recommendations are offered at the end of this paper to guide teachers, educators, and researchers.

The use of Web 2.0 tools in English language learning: A systematic review

“…This in-depth attention highlights the revolutionary potential of Web 2.0 technologies in enhancing students' writing skills. The frequency of these results demonstrates the significant contributions that digital platforms have made in facilitating writing practice (Liu et al, 2022;Sahla and Altalhab, 2022;Yousefifard and Fathi, 2021;Jong and Tan, 2021;Alghammas, 2020;Barrot, 2021), collaboration (Alghammas, 2020;Hsu, 2019;Yeh, 2021;Hafour and Al-Rashidy, 2020), and feedback systems (Hafour and Al-Rashidy, 2020;Alharbi, 2020;Sundrarajun, 2020;Ebadi, 2021;Sahla and Altalhab, 2022;Liu et al, 2022;Yousefifard and Fathi, 2021). Eleven investigations also showed a significant increase in participants' enthusiasm and motivation (Seifert and Har-Paz, 2020;Ballıdağ and Dikilitaş, 2021;Najjemba and Cronjé, 2020;Kung, 2018).…”

“…With the aid of these materials, learners can edit one another's writing in addition to working on writing assignments collectively. By using Google Docs or Facebook, students can maintain electronic portfolios and instantly benefit from peer feedback (Barrot, 2021;Alharbi, 2020). These platforms enable real-time collaboration and give students a chance to obtain feedback from other students on their writing, both of which can help them produce better written work.…”

“…The research also used Google Docs employed in nine investigations. The success of this application may be linked to its ability to edit collaborative documents, which makes it suitable for group projects and collaborative writing; both of these applications are essential for language acquisition (Chiablaem, 2021;Yeh, 2021;Hafour and Al-Rashidy, 2020;Ebadi, 2021;Alharbi, 2020). Finally, six studies used blogs as Web 2.0 tools.…”

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

“…Despite the fact that it was mainly evolved for the purpose of documenting software patterns ( Decker et al, 2007 ), wiki is currently being utilized in deferent educational settings to promote writing skills ( Wichmann and Rummel, 2013 ; Pimlott and Tikasingh, 2021 ). Writing via wikis has recently become a focus of particular attention in various fields of study (i.e., EFL) and is now a significant part of many learner programs ( Alharbi, 2020 ). As Wichmann and Rummel (2013) argued in their study, many learners are able to simultaneously collaborate as co-authors by remotely creating and editing the wiki-page in wiki-based writing process.…”