The role of wiki writing in learning Spanish grammar

Castañeda, Daniel A.; Cho, Moon‐Heum

doi:10.1080/09588221.2012.670648

Cited by 24 publications

(12 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Some of the factors identified as reducing the effectiveness of wikis are: uneasiness among some learners when wiki activities do not suit their individual learning style and personality (Boulos et al, 2006;Wheeler, Yeomans, & Wheeler, 2008); reluctance to alter fellow students' work or displeasure in seeing one's own content modified (Benckendorff, 2008;Castañeda & Cho, 2012;Ducate et al, 2011;Lee, 2010;Lund, 2008); a tendency by some students to take individual ownership of collective pages (Bruns & Humphreys, 2005) and lack of familiarity with the technical characteristics of wikis (Cole, 2009). These may render the participation rate among students uneven, with some students engaging in 'social loafing' (Albano, 2008;Benckendorff, 2008;Cole, 2009;Wheeler et al, 2008).…”

Section: Why Use Wikis In a Beginners' Foreign Language Course?mentioning

confidence: 99%

“…One of the key advantages appears to be the opportunity wikis offer, thanks to their revision tracking feature, to trace the development of any document through its edit history and, if necessary, revert to a previous version. Wikis can thus serve to document a learning process, and prompt learners' reflection on their L2 work: they can see and ponder on changes they have made while working towards a finished product (Castañeda & Cho, 2012;Mak & Coniam, 2008;Sykes et al, 2008).…”

Section: Why Use Wikis In a Beginners' Foreign Language Course?mentioning

confidence: 99%

See 1 more Smart Citation

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

Kennedy

Miceli

2013

Computer Assisted Language Learning

View full text Add to dashboard Cite

Wikis are increasingly seen as useful tools for promoting active student engagement and collaborative language learning. Unlike most applications of wikis to foreign/ second language learning thus far reported on, ours concerns complete beginners. In this paper, we focus on our approach to and evaluation of the integration of wikis into our first-year Italian course with the aim of encouraging out-of-class practice and fostering students' sense of class community, right from the start of their learning. The evaluation showed that, although the students created several attractive and interesting pages, they did not appreciate the wikis as much as we had hoped: there were technical hitches, many found collaboration dynamics challenging, and most developed little interest in participating in a cross-campus online group. Our data analysis found no relationship between the students' perceptions of the wiki work and their gender, initial confidence or frequency of use of computer-mediated communication (CMC) tools. However, those who, on entering the course, placed greater importance on interaction with other students, and a sense of community in class, showed greater appreciation of the wiki experience. From these findings, we draw implications for improving our approach to integrating wiki work into our program.

show abstract

Section: Why Use Wikis In a Beginners' Foreign Language Course?mentioning

confidence: 99%

Section: Why Use Wikis In a Beginners' Foreign Language Course?mentioning

confidence: 99%

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

Kennedy

Miceli

2013

Computer Assisted Language Learning

View full text Add to dashboard Cite

show abstract

“…While some learners were motivated to give and to receive feedback, the lack of confidence in their own linguistic competence meant that they were more comfortable giving interactive than corrective feedback (Lee, 2010). This discomfort in editing peers' mistakes was reported by a number of studies (Castañeda & Cho, 2013), due to learners' perceived uncertainty in the accuracy of peers' feedback (Castañeda & Cho, 2013;Vorobel & Kim, 2017). Learners in Vorobel and Kim's (2017) study found discussing and providing feedback to peers easier than doing so with the teacher, though they believed that the instructor's feedback would be more honest compared to their peers.…”

Section: Training For Peer Reviewmentioning

confidence: 97%

“…Linguistic support that includes lexical and syntactic items rendered to learners can work in tandem with the affordances of CMC to assist learners in achieving higher levels of accuracy (Ducate et al, 2011;Lee, 2010). Castañeda and Cho (2013) recommend using social software such as videos in pre-task activities to elicit lexical items and grammatical structures needed for the writing task. The teacher's role may even include putting aside assumptions of their students being naturally adept users of digital technologies and guiding them in understanding and using CMC tools in the classroom (Elola & Oskoz, 2017).…”

Section: Task Supportmentioning

confidence: 99%

“…Therefore, a number of studies recommend training learners to give peer reviews (Castañeda & Cho, 2013;Ho & Savignon, 2007). Giving learners training in providing constructive peer feedback would help develop their writing skills, and raise their awareness of the type of errors (Vurdien, 2013), hence avoiding an overemphasis on surface errors (Ene & Upton, 2014).…”

Section: Training For Peer Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Second and Foreign Language Writing and Computer-Mediated Communication: A Qualitative Meta-Synthesis of Recent Research

Tay¹,

Cheung

2019

ILS

View full text Add to dashboard Cite

The use of computer-mediated communication (CMC) in the classroom is common nowadays. The bulk of literature produced so far has done little in informing us the factors that facilitate the role of CMC in language writing, and the nature of the interaction that takes place via CMC in a systematic manner. This paper examines what empirical research has found out about the factors that facilitate the use of CMC in second/ foreign language writing instruction and learning, and the nature of interaction that takes place via CMC in an educational context. 60 peer-reviewed published primary studies from 2007-2017 were reviewed. The key findings are as follows. First, instructor support plays a critical role in ensuring the successful implementation of a CMC tool in the classroom. Second, the affordances of CMC in enhancing the writer’s identity and the presence of an audience can increase learners’ motivation to write. Third, both asynchronous and synchronous CMC have shown to be beneficial, and the provision of training can further enhance the effectiveness of peer reviews. Last, the participatory patterns of CMC in writing are influenced by factors such as task type, personal goals, native-speaker status, and self-perceived competencies. Pedagogical implications are suggested.

show abstract

Using Wikis for Collaborative EFL Writing: Lessons Learned from an Online Writing Course

Cengiz

2022

New Directions in Technology for Writing Instruction

View full text Add to dashboard Cite

The role of wiki writing in learning Spanish grammar

Cited by 24 publications

References 21 publications

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

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

Second and Foreign Language Writing and Computer-Mediated Communication: A Qualitative Meta-Synthesis of Recent Research

Using Wikis for Collaborative EFL Writing: Lessons Learned from an Online Writing Course

Contact Info

Product

Resources

About