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Using Wiki-Mediated Collaboration to Foster L2 Writing Performance
ARTICLE

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Language Learning & Technology Volume 22, Number 3, ISSN 1094-3501

Abstract

This study investigated the effect of wiki-mediated collaborative writing on the development of learners' individual writing in a second language (L2). Participants were 52 learners of English as a foreign language enrolled in two intact junior writing classes at a Taiwanese university. One class was assigned to be a wiki-collaborative writing group (n = 26), and the other an individual writing group (n = 26). Both classes participated in an individual pre-test writing, a writing task, and an individual post-test writing over a 9-week period. Students in the wiki group worked in pairs via wikis to produce an expository essay; students in the individual group produced their essays alone. Learners' written production on the pre-test and post-test was analyzed in terms of content and organization, and linguistic complexity and accuracy. Results indicated a significant effect for wiki-mediated collaborative writing on the content quality and linguistic accuracy of learners' individual writing in L2. Its effect on the organization and linguistic complexity, however, was less evident.

Citation

Hsu, H.C. & Lo, Y.F. (2018). Using Wiki-Mediated Collaboration to Foster L2 Writing Performance. Language Learning & Technology, 22(3), 103-123. Retrieved March 29, 2020 from .

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