A Comparative Study of the Effects of Wiki-Mediated Task Types on EFL College Students and their Perceptions
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This study explored the comparative effects of two wiki-mediated tasks on 76 EFL college students and their perceptions of its use regarding reading and writing skills. For 10 weeks, 32 students were involved in a wiki-mediated task collaboratively while 44 were engaged in it wiki-mediated Tasks individually. Upon completing the tasks, the students responded to a questionnaire eliciting the perceived effects of the wiki-mediated tasks on their reading and writing skills. The pre- and post-test scores were collected and analyzed with an independent-samples t-test, and their responses to the questionnaire were analyzed by frequency analysis. No statistically significant differences were found in the post-test scores between the two groups, but the students reported different perceptions of the two types of wiki-mediated tasks. While the students involved in tasks individually felt that their reading and writing skills had improved, those who engaged in groups believed that only their reading skills had improved. Nevertheless, the students of both groups showed positive attitudes toward the wiki-mediated tasks as the tasks, which enhanced their self-regulation, interests, confidence, and peer interaction.
Abstract
This study explored the comparative effects of two wiki-mediated tasks on 76 EFL college students and their perceptions of its use regarding reading and writing skills. For 10 weeks, 32 students were involved in a wiki-mediated task collaboratively while 44 were engaged in it wiki-mediated Tasks individually. Upon completing the tasks, the students responded to a questionnaire eliciting the perceived effects of the wiki-mediated tasks on their reading and writing skills. The pre- and post-test scores were collected and analyzed with an independent-samples t-test, and their responses to the questionnaire were analyzed by frequency analysis. No statistically significant differences were found in the post-test scores between the two groups, but the students reported different perceptions of the two types of wiki-mediated tasks. While the students involved in tasks individually felt that their reading and writing skills had improved, those who engaged in groups believed that only their reading skills had improved. Nevertheless, the students of both groups showed positive attitudes toward the wiki-mediated tasks as the tasks, which enhanced their self-regulation, interests, confidence, and peer interaction.
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