CHAN, Vanice Siu Yin (Student in MSc(LIM), Faculty of Education, HKU)
CHU, Samuel Kai Wah (Faculty of Education, HKU)
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Difference Between Search & Browse Methods in Odoo 17
Wiki-based Collaborative Writing: a Comparative Study on First and Second Language Writings Among Chinese Secondary Students
1. Wiki-based collaborative writing: a
comparative study on first and second
language writings among Chinese
Secondary Students
Presented by:
Chan, Vanice S. Y.
Dr. Chu, Samuel K. W.
3. Collaborative writing
• Common practice in the academic
environments
• Benefits of collaborative writing
• Shorten task completion time (Weiss, Urso, &
Molli, 2009)
• Reduce errors (Arnold, Ducate, & Kost, 2009;
Weiss, Urso, & Molli, 2009)
• Allow students to generate and share
ideas together (Shehadeh, 2011;
Weiss, Urso, & Molli, 2009)
• Enhance communication skills
(Shehadeh, 2011)
4. Wiki as a collaborative writing tool
• Definition: a web based tool that allows users to
create, edit and read the webpage (Geraci, 2007;
Wichadee, 2010)
• Application of wiki on collaborative writing has a lots
of advantages
• Wiki is the most popular collaborative editing systems
(Fong, 2012)
5. Research Significance
• Insufficient researches on investigating the similarities and
differences between the L1 and L2 collaborative writing on
wiki
• Aims to identify and compare the writing
patterns, participation level, collaboration level and
interaction patterns between L1 and L2 wiki collaborative
writing among Chinese secondary students.
6. • What are the similarities and differences on the wiki
collaborative writing activities between the L1 and L2 groups?
• What are the similarities and differences on the wiki writing
participation level between L1 and L2 groups?
• What are similarities and differences on the wiki writing
collaboration level between L1 and L2 groups?
• What are the similarities and differences on the wiki interaction
patterns between L1 and L2 groups?
Research Questions
8. Research Methodology
• Participants:
• Group of form one students from a local secondary school
Procedure:
• Complete their group liberal study projects on Google Site
in Chinese (L1) or English (L2)
9. Research Methodology
Figure 1: Refined Meishar-Tal and Gorsky (2010) wiki actions taxonomy
• Data collection of writing activity
11. Research Methodology
Interaction categories Description Examples
Planning • Organizing work
• Initiating activities
“We should interview [Name]
before 15th March.”
Contributing • Help giving
• Feedback giving
• Exchanging resources and
information
• Sharing knowledge
• Challenging others
• Explaining or elaborating
“I agree with you, I think the
parents should let them try
to face everything around
those children.”
Seeking Input • Help seeking
• Feedback seeking
• Advocating effort
“Is these the main five topic
that we are going to study?”
Monitoring • Monitoring group effort “i think we should make the
word more active in order to
make attractions to the
teacher”
Data collection of comments
Table 2: Refined Curtis and Lawson (2001) wiki interaction classification
13. Figure 2: Total percentage of type of wiki writing activities by L1 and L2
groups
• Similar writing activity
patterns were identified
• Tend to adding content
instead of deleting content
and moving content
• Few grammar edits and
website appearance edits
Possible reasons:
• Nature of the project
• Performance evaluation
based on the content
rather than the website
appearance
Research Findings
Wiki writing activity patterns
14. • Both L1 and L2 groups
showed low participation
• Mean of number of days
spent on wiki writing
activities by L1 and L2
groups are 24.5 days and
28 days
• Noticeable increase on wiki
writing activities from
February to March
Research Findings
Wiki writing activity participation level
Figure 3: Total percentage of monthly wiki writing activities by L1 and L2
groups
15. • Uneven work distribution
among group member in
L1 and L2 groups
• Over 50% of group wiki
activities were completed
by one student in two L1
groups and three L2
groups
Possible reason:
• Lack of time for planning
and writing
• Completed some of their
work outside the wiki
platform
• Share of wiki accounts
Research Findings
Wiki writing activity participation level
Figure 4: Total percentage of wiki writing activities by individual group member in
L1 and L2 groups
16. • Over 40% of L1 and L2
group’s comments were
“Contributing” comments
• Differences in the
percentage of “planning”
and “seeking input”
comments were identified
Possible reason:
• Uneven work distribution
• Differences on how the
students utilized the
comment session
Research Findings
Wiki interaction patterns
Figure 5: Total percentage of type of wiki writing comments by L1 and L2
groups
17. • Both L1 and L2 groups showed
low collaboration
• Only 23% and 22% of the total
revisions were reviewed by the
peers
• Possible reason:
• Students tended the avoid edit
group member’s wiki writing
(Mak and Coniam, 2008)
• Students prefer revise their
own writing instead of
reviewing other student’s
writing (Liou and Lee, 2011)
Research Findings
Wiki writing activity collaboration level
Figure 6: Total percentage of peer and author revision by
L1 and L2 groups
19. Conclusion and Recommendation
• Similarities in writing patterns, participation level and
collaboration level and differences in interaction patterns were
identified in the study – provide insights on the implementation
of wiki in collaborative writing
• Recommendation
• Encourage students to review other group member’s work
• Requiring the students to report their working progress
periodically and taking personal contributions in marking
• Set rules or guidelines for students to avoid sharing accounts
when writing collaboratively on wiki
21. References
• Arnold, N., Ducate, L., & Kost, C. (2009). Collaborative writing in wikis: Insights from culture projects in
German classes. In L. Lornicka & G. Lord (Eds.), The next generation: Social networking ancl online
collaboration in foreign language learning (pp. 115-144). San Marcos, TX: CALICO.
• Curtis, D. D., & Lawson, M.J. (2001). Exploring collaborative online learning. The Journal of
Asynchronous Learning Networks, 5(1), 21-34.
• Fong, L. S. (2012). Benefits of Collaborative Writing for ESL Advanced Diploma Students in the
Production of Reports. Online Submission.
• Geraci, Michael. (2007). Implementing a Wiki as a collaboration tool for group projects. Paper
presented at the World Conference on Educational Multimedia, Hypermedia and Telecommunications
2007, Vancouver, Canada. http://www.editlib.org/p/25852
• Liou, Hsien-Chin, & Lee, Shiu-Lin. (2011). How Wiki-Based Writing Influences College Students’
Collaborative and Individual Composing Products, Processes, and Learners’ Perceptions (pp. 45-61): IGI
Global.
22. References
• Mak, Barley, & Coniam, David. (2008). Using wikis to enhance and develop writing skills among
secondary school students in Hong Kong. System, 36(3), 437-455. doi:
http://dx.doi.org/10.1016/j.system.2008.02.004
• Meishar-Tal, Hagit, & Gorsky, Paul. (2010). Wikis: what students do and do not do when writing
collaboratively. Open Learning, 25(1), 25-35. doi: 10.1080/02680510903482074
• Shehadeh, Ali. (2011). Effects and student perceptions of collaborative writing in L2. Journal of Second
Language Writing, 20(4), 286-305. doi: http://dx.doi.org/10.1016/j.jslw.2011.05.010
• Weiss, Stéphane, Urso, Pascal, & Molli, Pascal. (2009). An Undo Framework for P2P Collaborative
Editing. In E. Bertino & J. D. Joshi (Eds.), Collaborative Computing: Networking, Applications and
Worksharing (Vol. 10, pp. 529-544): Springer Berlin Heidelberg.
• Wichadee, S. (2010). Using wikis to develop summary writing abilities of students in an EFL class.
Journal of College Teaching and Learning, 7(12), 5-10.