The Effectiveness and Perceptions of Wiki-based English Process Writing Project
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This study investigates the effects of a wiki-based collaborative writing project conducted by 71 Korean university students taking an ESP nursing course. To offset wiki’s downfall - namely, lack of real communication - one treatment group had in-class face-to-face discussion slots. To analyze the effects of the learning model, students’ writing samples, logs, and a post-questionnaire were analyzed. The results illustrated that the writing proficiency of both groups was enhanced, especially significant difference in mechanics (experimental) and better language use (control). The wiki provided an ideal educational environment for collaboration, as the writing processed supported step-by-step interaction. This framework promoted collaborative peer-to-peer feedback, which built up a sense of community and allowed the students to self-reflect. In turn, this led to satisfaction with the project and improved the overall quality of writings. In-class face-to-face discussion contributed to more positive attitudes about the project in general in the treatment group - it activated interaction and encouraged students to get more engaged. It also prompted them to keep track of each stage of writing, in addition to reducing their burden of arranging out-of-class meetings. Similarly, the control group appeared to be more accountable for their engagement on the wiki.
Abstract
This study investigates the effects of a wiki-based collaborative writing project conducted by 71 Korean university students taking an ESP nursing course. To offset wiki’s downfall - namely, lack of real communication - one treatment group had in-class face-to-face discussion slots. To analyze the effects of the learning model, students’ writing samples, logs, and a post-questionnaire were analyzed. The results illustrated that the writing proficiency of both groups was enhanced, especially significant difference in mechanics (experimental) and better language use (control). The wiki provided an ideal educational environment for collaboration, as the writing processed supported step-by-step interaction. This framework promoted collaborative peer-to-peer feedback, which built up a sense of community and allowed the students to self-reflect. In turn, this led to satisfaction with the project and improved the overall quality of writings. In-class face-to-face discussion contributed to more positive attitudes about the project in general in the treatment group - it activated interaction and encouraged students to get more engaged. It also prompted them to keep track of each stage of writing, in addition to reducing their burden of arranging out-of-class meetings. Similarly, the control group appeared to be more accountable for their engagement on the wiki.
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