Computer-supported Writing: A Comparison of Wiki and Daedalus
1
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
This study compared the effects of two different computer writing tools (Daedalus and Wiki) on students’ writing proficiency and their learning attitudes. The participants in the study were 26 college students in two Multimedia English courses. They were asked to complete a writing test and attitude questionnaire twice, in Week 2 and Week 8. Between the two tests, the students in one class performed writing tasks using Wiki,whereas the students in the other class performed the same tasks with Daedalus. The findings from the data analysis indicated that both Wiki and Daedalus were more valuable for collaborative writing than for individual writing. The differences in the writing tools did not have differential effects on the students’ writing proficiency or writing apprehension. Student responses to the questionnaires showed that the students found the two tools useful. This may be partially because the tools help to alleviate affective pressures writers often feel when writing. The accessibility to those tools makes feedback exchange and revision efficient. This leads writers to readily improve their writing. The prospects of a better outcome can prompt and thus motivate students to engage more in their writing process. We argue that Daedalus and Wiki can be successfully incorporated into collaborative tasks in writing classrooms.
Abstract
This study compared the effects of two different computer writing tools (Daedalus and Wiki) on students’ writing proficiency and their learning attitudes. The participants in the study were 26 college students in two Multimedia English courses. They were asked to complete a writing test and attitude questionnaire twice, in Week 2 and Week 8. Between the two tests, the students in one class performed writing tasks using Wiki,whereas the students in the other class performed the same tasks with Daedalus. The findings from the data analysis indicated that both Wiki and Daedalus were more valuable for collaborative writing than for individual writing. The differences in the writing tools did not have differential effects on the students’ writing proficiency or writing apprehension. Student responses to the questionnaires showed that the students found the two tools useful. This may be partially because the tools help to alleviate affective pressures writers often feel when writing. The accessibility to those tools makes feedback exchange and revision efficient. This leads writers to readily improve their writing. The prospects of a better outcome can prompt and thus motivate students to engage more in their writing process. We argue that Daedalus and Wiki can be successfully incorporated into collaborative tasks in writing classrooms.
참고문헌 (40)
- Alexander, B., "Web 2. 0 : A new wave of innovation for teaching and learning?", EDUCAUSE Review, pp.33~44 (2006)
- Chávez, C. L., "Students take flight with Daedalus : Learning Spanish in a networked classroom", Foreign Language Annals, 30, pp.27~37 (1997)
- Cheng, Y. S., "A measure of second language writing anxiety : Scale development and preliminary validation", Journal of Second Language Writing, 13, pp.313~335 (2004)
- Cole, M., "Using Wiki technology to support student engagement : Lessons from the trenches", Computers & Education, 52(1), pp.141~146 (2009)
- Craig, D. A., "Using Web 2.0 technologies to deliver individualized instructional resources to language learners", Paper presented at the 2007 KAMALL-KSET Joint International Conference (2007)
- Daiute, C., "Do 1 and 1 make 2? Patterns of influence by collaborative authors", Written Communication, 3(3), pp.382~408 (1986)
- Donato, R., "Collective scaffolding in second language learning, In Vygotskian approaches to second language research", pp.33~56 (1994), Ablex
- Driscoll, K., "Collaboration in Today’s Classrooms: New Web Tools Change the Game", MultiMedia & Internet@schools, 14(3), pp.9~12 (2007)
- Ferris, D., "Responding to writing, In Exploring the dynamics of second language writing", pp.119~140 (2003), Cambridge University Press
- Flower, L. S., "A cognitive process theory of writing", College Composition and Communication, 32(4), pp.365~387 (1981)
- "Web 2.0 for content for Learning and Teaching in Higher Education" (2007)[URL]
- Examining the intangible process: Lotus ScreenCam as an aid to investigating student writing. Edinburgh Working Papers in Applied Linguistics, 11, 42-58, "Glendinning, E.", ~, pp.ERIC Document Reproduction Service No. ED463674 (2001)
- Godwin-Jones, R., "Blogs and wikis : Environments for on-line collaboration", Language Learning & Technology, 7(2), pp.12~16 (2003)
- Goldberg, A., "The effect of computers on student writing : A meta-analysis of studies from 1992 to 2002. The Journal of Technology", Learning and Assessment, 2(1), pp.3~51 (2003)
- Jacobs, H. L., "Testing ESL composition : A practical approach" (1981), Newbury House
- Kern, R. G., "Restructuring classroom interaction with network computers : Effects on quantity and characteristics of language production", The Modern Language Journal, 79, pp.457~476 (1995)
- Kohonen, V., "Experiential language learning: Second language learning as cooperative learner education, In Collaborative language learning and teaching", pp.14~39 (1992), Cambridge University Press
- Krapels, A. R., "An overview of second language writing process research, In Second language writing: Research insights for the classroom", pp.37~56 (1990), Cambridge University Press
- Leki, I., "Reciprocal themes in reading and writing, In Reading in the composition classroom: Second language perspectives", pp.9~33 (1993), Heinle & Heinle
- Lightbown, P. M., "How languages are learned" (2006), Oxford University Press
- Long, M. H., "Input, interaction and second language acquisition", 박사, pp.1980
- Long, M. H., "Group work, interlanguage talk and second language acquisition", TESOL Quarterly, 19(2), pp.207~228 (1985)
- Lowry, P. B., "Building a taxonomy and nomenclature of collaborative writing to improve interdisciplinary research and practice", Journal of Business Communication, 41(1), pp.66~99 (2004)
- Mak, B., "Using wikis to enhance and develop writing skills among secondary school students in Hong Kong", System, 36(3), pp.437~455 (2008)
- Nelson, G. L., "ESL students’ perceptions of effectiveness in peer response groups", Journal of Second Language Writing, 7(2), pp.113~131 (1998)
- Nystrand, M., "Response to writing as a context for learning to write, In Writing and response: Theory, practice, and research", pp.209~230 (1989), National Council of Teachers of English
- 배주경, "Wiki-based English writing: Its effect on English writing proficiency and anxiety and Korean learners' perceptions", 멀티미디어 언어교육, 10(1), pp.81~105 (2007), 한국멀티미디어언어교육학회
- Passig, D., "Collaborative writing : Online versus frontal", International Journal on E-Learning, 6(3), pp.395~412 (2007)
- Pennington, M. C., "The impact of the computer in second language writing, In Exploring the dynamics of second language writing", pp.287~310 (2003), Cambridge University Press
- Raimes, A., "What unskilled writers do as they write : A classroom study of composing", TESOL Quarterly, 19, pp.229~258 (1985)
- Rogers, C. R., "Freedom to learn for the eighties" (1983), Charles E. Merrill
- 성귀복, "Collaborative learning in the ESL writing classroom", Foreign Languages Education, 13(1), pp.143~167 (2006), 한국외국어교육학회
- Storch, N., "Are two heads better than one? Pair work and grammatical accuracy", System, 27(3), pp.363~374 (1999)
- Storch, N., "Collaborative writing : Product, process, and students’ reflections", Journal of Second Language Writing, 14(3), pp.153~173 (2005)
- Sullivan, N., "A comparative study of two ESL writing environments : A computer-assisted classroom and a traditional oral classroom", System, 24(4), pp.491~501 (1996)
- Swain, M., "Interaction and second language learning : two adolescent French immersion students working together", The Modern Language Journal, 82(3), pp.320~337 (1998)
- Villamil, O. S., "Peer revision in the L2 classroom : Social-cognitive activities, mediating strategies, and aspects of social behavior", Journal of Second Language Writing, 5(1), pp.51~75 (1996)
- Wells, G., "Creating classroom communities of literate thinkers, In Cooperative learning: Theory and research", pp.95~122 (1990), Praeger
- Woo, M., "Using a wiki to scaffold primary-school students’ collaborative writing", Journal of Educational Technology & Society, 14(1), pp.43~54 (2011)
- Zamel, V., "The composing process of advanced ESL students : Six case studies", TESOL Quarterly, 17, pp.165~187 (1983)