In<i>piazza</i>online: exploring the use of wikis with beginner foreign language learners

Kennedy, Claire Fiona; Miceli, Tiziana

doi:10.1080/09588221.2013.770035

Cited by 19 publications

(6 citation statements)

References 23 publications

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“…Analysis of user behavior and change in content over time showed that the SNS activity exhibited social and cognitive presence as well. The results contrast with Kennedy & Miceli's findings (2013, §3.1.3), where a learner-directed wiki-enhanced learning resource was not so successful—it may be that without scaffolding, or perhaps for larger numbers of students taking a course as a requirement rather than voluntarily, SNS resources will not be utilized as readily for autonomous learning.…”

Section: Snsscontrasting

confidence: 80%

“…However, projects may fail if the tasks are not perceived as aligned with learner needs and wiki affordances. For example, while most wiki projects are implemented at the intermediate level or above, Kennedy & Miceli (2013) sought to use a wiki for their university-level beginning Italian learners at three Australian campuses. The wiki served as a common space for notice boards, discussion, social networking, and resource sharing.…”

Section: Wikismentioning

confidence: 99%

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Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking

Reinhardt

2018

Lang. Teach.

172

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This review surveys and synthesizes the findings of 87 focal pieces, published primarily since 2009 and mid 2018, on the formal and informal use of social media—blogs, wikis, and social networking—for second and foreign language teaching and learning (L2TL), including studies on the use of educational sites like Livemocha and Busuu and vernacular sites like Facebook and Twitter. The article frames the review in the development of social media and the history of social computer-assisted language learning (CALL) research. Synthesis identifies common findings, including that social media can afford the development of intercultural, sociopragmatic, and audience awareness, language learner and user identities, and particular literacies. Presentation of the focal pieces and common findings is intertwined with discussion of problematic issues, and each section concludes with a summary and implications for future research and practice.

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Section: Snsscontrasting

confidence: 80%

Section: Wikismentioning

confidence: 99%

Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking

Reinhardt

2018

Lang. Teach.

172

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“…Kessler et al (2012) note through a survey that students felt that each member of the group had contributed and had a valuable role when working online. Kennedy and Miceli (2013) report a stronger sense of community among those working together via online technology. Zhou et al (2012) argue that web-based writing technology (e.g., Google Docs) significantly altered the collaborative processes of participating college undergraduates.…”

Section: Student Comfort In Online Collaborative Learningmentioning

confidence: 99%

Google Docs as a Tool for Collaborative Writing in the Middle School Classroom

Woodrich

Fan

2017

JITE:Research

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Aim/Purpose: In this study, the authors examine how an online word processing tool can be used to encourage participation among students of different language back-grounds, including English Language Learners. To be exact, the paper discusses whether student participation in anonymous collaborative writing via Google Docs can lead to more successful products in a linguistically diverse eighth-grade English Language Arts classroom. Background: English Language Learners (ELLs) make up a considerable portion of elementary and secondary public school students, as language and ethnic diversity has become the norm in the United States. The research literature finds that ELLs are statistically behind their monolingual peers on such key language and academic development indicators as writing. Educators and researchers then turn to collaborative writing with the assistance of online technology. Although it is shown in literature to be a worthwhile endeavor for students of all ages and ability levels, no studies have investigated the differences it makes, namely, in comparison to traditional face-to-face collaboration in the classroom, and to anonymous online collaboration in the virtual space. Methodology: Through face-to-face, online, and anonymous writing activities, a rubric, and a survey, this quantitative study asks if anonymous collaborative writing, com-pared to other modalities, equalizes participation among students of varying language fluencies, and if anonymous collaborative writing, compared to other modalities, affect student comfort levels. Contribution: This builds on research of online collaborative writing tools and suggests that using such tools (Google Docs in particular) is beneficial, especially for students who are building their language abilities. The study further reveals varied degree of success and student comfort level in participating writing tasks in three modalities. Findings: We ascertain that students of varying language fluencies participated more equally when they were able to remain anonymous. Face-to-face writing exhibited the highest overall scores, and students enjoyed working on Google Docs. Recommendations for Practitioners: Future and current teachers are encouraged to be open to new technologies and be creative in the use of technology to facilitate student learning. They should have the opportunity to participate in the discussion on how, not if, integrating technology impacts the cognitive, social, and cultural dimensions of teaching. Recommendation for Researchers: After this initial quantitative study on students’ reactions to various modalities of technology-supported writing formats, the next questions to ask may be how students were engaging in dialogues during face-to-face sessions or chat features of Google Docs trials, and what types of edits students are making. Researchers should turn their focus on secondary school classrooms where there is an increasing impact of technology-assisted collaborative writing on student learning and teaching pedagogy. Impact on Society: As online technology has become an integral part of daily life, it is beneficial to educators, policy makers, and classroom teachers to understand how technology can be integrated in writing programs and to what extent the integration can help boost student motivation and participation. Future Research: More longitudinal research on online assisted collaborative writing and addi-tional quantitative data are needed to further understand the complexities of the writing process in-group online writing and the nature of collaboration.

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“…Additionally, collaborators were more motivated and had lower levels of test anxiety and more positive perceptions on the use of Google Docs. In their literature review, Liu and Lan (2016) also reported on similar studies, which showed that web-based collaboration led to the creation of positive perceptions and feelings of community-belonging (Kessler, Bikowski, and Boggs 2012;Kennedy and Miceli 2013) and strengthened students" motivation minimising feelings of anxiety (Warschauer 1996).…”

Section: Hangoutsmentioning

confidence: 96%

Teaching in Clouds: Using the G Suite for Education for the Delivery of Two English for Academic Purposes Courses

Constantinou

2018

ESPEAP

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Being one of the most important and influential advancements in information technology since the emergence of the Internet, cloud computing has invaded the area of English for Specific Purposes (ESP), among other fields, due to its flexibility, availability, practicality and cost effectiveness. In 2006 Google developed its Apps for Education, currently referred to as “G Suite for Education”, that provide teachers and students with access to different tools, such as Classroom, Mail, Drive, Calendar, Docs, etc., each serving different educational purposes. This paper reports on a research study conducted at the Cyprus University of Technology Language Centre in Fall 2016, in the context of two blended English for Academic Purposes (EAP) courses for first-year students of the Departments of Agricultural Sciences, Biotechnology and Food Science and Commerce, Finance and Shipping, which are based on social constructivist approaches with elements of connectivism and student-centered teaching methods. The study aimed at eliciting data on the students’ views regarding the ease of use of G Suite for Education tools, difficulties encountered during their use, and their efficiency in the teaching and learning process. Data was obtained through an online questionnaire, consisting of Likert scale and open-ended questions, administered to the students at the end of the semester. Findings illustrate that students viewed the use of G Suite for Education tools in their EAP courses very positively, both in terms of ease of use and efficiency in the learning and teaching process, encountering only minor difficulties during their use.

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Inpiazzaonline: exploring the use of wikis with beginner foreign language learners

Cited by 19 publications

References 23 publications

Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking

Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking

Google Docs as a Tool for Collaborative Writing in the Middle School Classroom

Teaching in Clouds: Using the G Suite for Education for the Delivery of Two English for Academic Purposes Courses

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