Writing Collaboratively Via WIKI: An English Teaching Study
Based on the theories of collaborative learning, process-oriented writing, formative assessment and peer assessment, this study presents the author’s empirical research on applying Wiki to teaching English writing. It further discusses the way of using Wi
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School of Foreign Studies, South China Normal University, Guangzhou, China [email protected] 2 School of Information Technology in Education, South China Normal University, Guangzhou, China 3 Jinshan Middle School, Chaozhou, China
Abstract. Based on the theories of collaborative learning, process-oriented writing, formative assessment and peer assessment, this study presents the author’s empirical research on applying Wiki to teaching English writing. It further discusses the way of using Wiki to assist teaching English writing, and under its assistance, how learners’ writing can be improved, and thus from what aspects it takes effect. The results turn out that writing on Wiki does take some effects in improving the efficiency of teaching English writing and enhancing learners’ writing proficiency. With this empirical research, the authors hope this study provide useful implications for the relevant educators and teaching researchers to find out a new mode for teaching collaborative English writing. Keywords: Wiki Collaboration Process-oriented writing Peer assessment
1 Introduction China’s English Curriculum Reform in basic education brings forward that the overall objective is to develop students’ comprehensive language skills. Writing, as one of the four basic language skills, plays a significant role in English teaching. However, the traditional method of teaching writing, the product-oriented method, only focuses on the accuracy of the final product and ignores the writing process which the students go through to reach the final goal [1]. While at the same time, autonomous learning has become an increasingly important concept in foreign language education [2]. Chinese New Curriculum also advocates enhancing students’ autonomous learning ability [3]. For most teachers, one of the problems they are facing nowadays is how to provide a learning environment outside the classroom where students can learn autonomously at their own paces whenever and wherever they like to evaluate their own learning. What’s more, they also need a space where students can learn collaboratively, allowing them the opportunity to communicate. Therefore, in the field of language learning, people not only pay attention to autonomous and self-directed learning, but also provide opportunities for learners to interact with each other [4]. With the development of social media, web tools like BBS, weblog and wiki are introduced into writing teaching. In the light of these applications, how to apply social networking into the teaching of English writing, by focusing on the © Springer International Publishing Switzerland 2016 S.K.S. Cheung et al. (Eds.): ICBL 2016, LNCS 9757, pp. 14–23, 2016. DOI: 10.1007/978-3-319-41165-1_2
Writing Collaboratively Via WIKI: An English Teaching Study
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students’ writing process, giving them the opportunity to collaborate with each other, thus to improve their English writing skills, is a challenging but meaningful issue for all the educators and teaching researchers. As a kind of collaborative writing
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