Wikis: a collective approach to language production

Lund, Andreas

doi:10.1017/s0958344008000414

Cited by 194 publications

(128 citation statements)

References 41 publications

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“…Recent studies have also pointed out the features that make wiki an interactive learning environment (Lund, 2008;Yan, 2008). Wiki enables learners to communicate, share and contribute through easy editing, modifying, and revising.…”

Section: Review Of Related Studiesmentioning

confidence: 99%

Collaboratively Composing an Argumentative Essay: Wiki versus Face-to-face Interactions

Ansarimoghaddam

Tan

Yong

2017

GEMA

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This study employed a qualitative case study method to compare learner-learner interaction on wiki and face-to-face collaborative writing in completing an argumentative essay. Face-toface collaborative writing refers to in-class meeting of students to write essays collaboratively. Thirty ESL tertiary students from an intact class participated in the study. They were randomly divided into Group 1 and Group 2. Each of the two groups was further sub-divided into five smaller groups comprising three members. Group 1 discussed and wrote the essay on the wiki platform while Group 2 did the same task face-to-face in the classroom. One sub-group from both modes of writing was selected for in-depth comparison. Data were collected from the collaborative writing processes on the wiki platform and audio-recordings of face-to-face interactions, and also from semi-structured interviews. The findings revealed that the participants of both modes of writing were able to evaluate different viewpoints, and understand shortcomings and strengths through interaction in either of the collaborative learning contexts. The collaboration through both modes of writing showed that the participants not only displayed similar understanding, but also learned from each other through developing and sharing different perspectives on the same issues. Of the differences found between the two modes of collaborative writing, Wiki is a more effective platform for drafting and revising, while planning is easier done through face-to-face interaction. The study implies that either mode of collaborative writing can be adopted by ESL language instructors who aspire to practice the social-constructivist approach to writing instruction especially in a blended learning environment.

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Section: Review Of Related Studiesmentioning

confidence: 99%

Collaboratively Composing an Argumentative Essay: Wiki versus Face-to-face Interactions

Ansarimoghaddam

Tan

Yong

2017

GEMA

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“…En un estudio llevado a cabo por Lund (2008), en el cual se quería indagar el impacto de las wikis en el aula de clase de lengua extranjera, se concluyó que el trabajo realizado evidenció la zona de desarrollo próximo (ZDP) 2 , pues los estudiantes participaron de manera colectiva en el desarrollo de las tareas y, por tanto, en la construcción colectiva del conocimiento. A propósito de la construcción social del conocimiento, en otro estudio, realizado por Gimeno y García (2009), se concluyó que las wikis son herramientas que permiten la enseñanza y la tutoría entre pares, particularmente para la creación de textos escritos a través del trabajo colaborativo, lo cual, a su vez, hace que el estudiante sea más consciente del proceso de la construcción textual.…”

Section: Wikisunclassified

Impacto de un curso mediado por la Web 2.0 en el desarrollo profesional de un grupo de futuros docentes de inglés

Soto¹,

Dary²

2012

Folios

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ResumenEste artículo presenta los resultados de un estudio de investigación desarrollado con estudiantes de licenciatura en inglés de la Universidad Pedagógica Nacional, la cual se fundamentó en constructos teóricos relativos a las competencias de docentes en TIC y desarrollo profesional docente de las TIC en Colombia, enseñanza aprendizaje de lenguas mediados por TIC, y la Web 2.0 aplicada a la enseñanza de la lengua, y que permitió comprobar la eficiencia de herramientas como podcasts, blogs, microblogs y wikis en el desarrollo profesional de un grupo de futuros docentes de inglés en tres aspectos: Tecnológico, pedagógico y lingüístico. La información recogida a través de entrevistas, documentos de los estudiantes publicados en la red, y un pretest y un pos test evidenció la necesidad de mejorar las políticas de desarrollo profesional docente con el fin de formar al profesorado de inglés de bachillerato de forma más acorde con la situación actual respecto a la enseñanza de idiomas mediante el uso de la tecnología, a la vez que permitió comprobar que los participantes del estudio mejoraron su conocimiento y uso de las herramientas, cambiaron su actitud y percepción de las mismas al considerarlas herramientas pedagógicas que cumplen un rol en la educación y mejoraron el dominio de la lengua oral y escrita. Palabras clave:Desarrollo profesional docente, Web 2.0, podcast, blog, microblog, wiki. AbstractThis article presents the results of a research study conducted with a group of in training teachers. This research, based on theoretical constructs such as teacher's ICT competences, teacher professional development in ICTs in Colombia, ICT mediated language teaching and learning, and Web 2.0 applied to language teaching and learning, revealed the efficiency of tools such as podcasts, blogs, microblogs and wikis in the professional development of a group of future teachers in three aspects: technologic, pedagogic and linguistic. The analysis of the data collected through interviews, students' documents (blogs, microblogs, and podcasts), and a pretest and a postest evidenced the need to improve the teacher professional development policies of the country so as to educate teachers to meet the demands of a technology mediated learning and teaching language process, and helped determine that the students improved their knowledge and use of the tools, and changed their attitudes and perceptions of the tools. It was also determined that the students improved their command of English both orally and in written form.

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“…In the field of second language (L2) learning, wikis have been mainly used for collaborative learning (Parker & Chao, 2007) and knowledge construction (Cole, 2009). Lund (2008) argues that wikis hold transformational potential and offer a collective approach to language development and production. When students use an inquiry based approach to searching, central to composing wikis focuses on engaging learners in the process of constructing their knowledge of a topic in a multidimensional way and transform founding information into personal knowledge.…”

Section: Email: Info@ijreeonlinecommentioning

confidence: 99%

Towards an Inquiry-Based Language Learning: Can a Wiki Help?

Singman

2017

IJREE

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Wiki use may help EFL instructors to create an effective learning environment for inquiry-based language teaching and learning. The purpose of this study was to investigate the effects of wikis on the EFL learners' IBL process. Fortynine EFL students participated in the study while they conducted research projects in English. The Non-wiki group (n=25) received traditional inquiry instruction and the Wiki group (n=24) received wiki-mediated instruction during their IBL process. Data were collected through surveys at the stages of pre-search, exploration, and completion of the IBL activity. The instruments sought to measure differences in knowledge accumulation, as well as the challenges students encountered during their inquiry process. The results revealed that the use of wikis can provide support to (a) help students go beyond information accumulation and regurgitation of facts and move toward generating more integrated and synthesized knowledge representations and (b) address the challenges of traditional IBL including planning the tasks, organizing multiple resources, managing the inquiry process, and coordinating the final product. According to the results of the survey, wikis can constitute a dynamic forum that keeps students engaged in staging the sequences of structured inquiry process and improve ability to perform inquiry-based tasks in an efficient manner.

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Wikis: a collective approach to language production

Cited by 194 publications

References 41 publications

Collaboratively Composing an Argumentative Essay: Wiki versus Face-to-face Interactions

Collaboratively Composing an Argumentative Essay: Wiki versus Face-to-face Interactions

Impacto de un curso mediado por la Web 2.0 en el desarrollo profesional de un grupo de futuros docentes de inglés

Towards an Inquiry-Based Language Learning: Can a Wiki Help?

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