The effects of wiki-based collaborative writing on Hong Kong primary students' English writing development

In the Hong Kong educational context, collaboration and information technology skills are two of the core advocated generic skills in the English language curriculum in the 21st century (Curriculum Development Council, 2004). As noted in the curriculum document (2004), one of the overall aims of the language curriculum is “To enable every learner to prepare for the changing socio-economic demands resulting from advances in information technology...” (p.11). However, in Hong Kong as a rather traditional educational context, integration of IT into writing instruction is generally not in full swing. All these gave insight to this research study as ‘The effects of wiki-based collaborative writing on Hong Kong primary students' English writing development’. The research study is one of the few local studies on the use of a wiki for students’ English writing development. It sheds light on both students’ writing product and process as student interaction in the wiki. The findings of this study illustrate that wiki-based collaborative writing is conducive to local primary school students’ ESL/EFL writing development, and student interaction positively impacts on their wiki writing products. It also illuminates on particular appealing student interaction rarely discussed in other studies on wiki use for ESL/EFL writing learning.published_or_final_versionEducationBachelorBachelor of Education in Language Educatio

Use of Wikis in Second/Foreign Language Classes: A Literature Review

Wikis, as emerging Web 2.0 tools, have been increasingly implemented in language classrooms. To explore the current state of research and inform future studies, this article reviews the past research on the use of wikis in second/foreign language classes. Using Google Scholar and the ERIC database, the researcher examines twenty-one empirical studies published in fourteen peer-reviewed journals from 2008 to 2011. Specifically, the researcher takes a holistic review of this body of literature, including theoretical frameworks, research goals, contexts and participants, tasks and wiki applications, and research methods and instruments. The researcher identifies four main research themes investigated in the current body of literature: collaborative writing process, writing product, perceptions of wiki-based collaborative writing, and effects of tasks. Each of the four themes is sub-categorized into different research strands, and the synthesized findings regarding these strands are further discussed. In addition, the researcher indicates pedagogical implications, identifies the research gaps, and addresses potential research directions for wiki use in second/foreign language classes

The Science-for-Life Partnerships: Does size really matter, and can ICT help?

This study introduces findings of an initial pilot from a New Zealand government-funded initiative known as Science-for-Life, which aims to enhance the quality of science teaching through the formation of face-to-face and virtual learning partnerships involving crown research institutes (CRIs) and primary and secondary schools. Using a case study methodology, it describes and analyses a trial partnership between the CRI, Scion Research, and teachers of Seadown Primary School in Hamilton. The study uses Grobe's (1990) typology of industry-education partnerships as an analytical "lens" through which to evaluate the characteristics of the partnership, and explores the role that ICT played in establishing and sustaining it, well beyond its anticipated conclusion. Findings indicate that while in terms of Grobe's framework a genuine partnership label may not have been appropriate in this case, the interaction nonetheless proved to be extremely valuable in supporting learning goals, and that while ICT played a significant role in this, it was not fundamental to the partnership's success

Tracing peer feedback to revision process in a wiki supported collaborative writing

Conference Theme: Globalisation or Internalisation?Topic - Technology in Learning: no. 0291This study investigates how can peer comments lead to actual revision process in a wiki supported collaborative writing environment among primary five and six students from a Chinese primary school in Hong Kong where English is taught as a second language (L2). Students from three upper primary classes totaling 119 students from age ten to twelve and their three English subject teachers went through three months of English language writing using a wiki. Quantitative and qualitative data were analyzed from activities recorded in a wiki system, including posted edits and comments and students’ group writings. The wiki page history revealed information on types of revisions that occurred, allowing a trace of how different peer feedbacks lead to actual revisions, resulting in better group writing. Findings from the study may shed light on how wikis can help provide necessary support and how peer-feedback can affect students’ writing process with wikis.published_or_final_versio

Our door is always open : Aligning Literacy LearningPractices in Writing Programs and Residential LearningCommunities

Writing studies has considered college students\u27 literacy development as a chronological progression and as influenced by their off-campus connections to various cultural and professional communities. This project considers students\u27 literacy development across disciplines and university activity systems in which they\u27re simultaneously involved to look at the (missed) opportunities for fostering transfer across writing courses and residential learning communities as parallel—but rarely coordinated—high-impact practices. Rather than calling for the development of additional programs, I argue for building/strengthening connections between these existing programs by highlighting shared learning outcomes focused on literacy skills development and learning how to learn

WEB 2.0 MEDIATED COLLABORATIVE WRITING IN EFL CONTEXT: SURVEY OF EMPIRICAL RESEARCH

The existence of Web 2.0 technology which allows all users to meet, read, and write online provides room for innovations in teaching and learning method. Online collaborative writing tools, a type of the social networking web 2.0, has been increasingly integrated into English language teaching and learning. A number of researches have been conducted to examine the use of this online collaborative writing

A SYSTEMATIC REVIEW OF COLLABORATIVE WRITING IMPLEMENTATION IN K-12 SECOND LANGUAGE CLASSROOMS

In recognizing that writing is a social act, collaborative writing has received increased attention in second language (L2) classrooms. A large body of research literature explores the varied ways of L2 collaborative writing development in tertiary education settings, but relatively little is known about the implementation of collaborative writing in K-12 classrooms. In this study, the authors systematically reviewed a total of 12 peer-reviewed empirical studies on the use of collaborative writing in K-12 L2 classrooms to provide new insights into this particular context. Comprehensive analysis has been conducted, including the research context, writing task, mode of interaction, research focus, and assessment. The findings reveal that the majority of the selected studies have involved K-12 students learning English as a target language with diverse writing tasks. Three different collaborative writing approaches have been implemented in K-12 classrooms of L2, including face-to-face, online, and a blend of both styles. The main research foci of the reviewed literature are writing processes, writing outcomes, and collaborative writing affordances. Diverse assessment methods are utilized to measure L2 writers’ writing process and product. Drawing on the analyses, the researchers discuss the pedagogical implications and research strands that deserve further examination

Experimenting with English collaborative writing on Google sites

A considerable amount of research has shown the advantages of integrating Web 2.0 technologies with language teaching to students. Specifically, this paper will shed light on the positive effects of Google Sites in teaching and learning English after the pilot scheme of online collaborative writing on Google Sites implemented by four local primary schools, revealed by the qualitative data such as samples of students‟ and teachers‟ revisions and comments, as well as the result of the focus group interviews. Both students‟ and teachers‟ revisions and comments reveal that most of the advantages of using Google Sites accord with those suggested by previous research studies. Some concerns will also be raised to offer insights into a serious attempt to integrate Web 2.0 and teaching language under the context of Hong Kong in the future.postprintThe 2011 CITE Research Symposium (CITERS), The University of Hong Kong, Hong Kong, 30 June 2011

Students and teacher’s attitudes and perceptions toward a wiki-based collaborative process writing pedagogy in a Primary Five Chinese classroom

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