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Using Wikis for collaborative writing in the ELT classroom

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Using Wikis for collaborative writing in the ELT classroom. / Hudson, Jolanta.

In: International Journal of Pedagogy and Teacher Education (IJPTE), Vol. 2, No. 2, 31.10.2018, p. 413-426.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Hudson, J 2018, 'Using Wikis for collaborative writing in the ELT classroom', International Journal of Pedagogy and Teacher Education (IJPTE), vol. 2, no. 2, pp. 413-426. https://doi.org/10.20961/ijpte.v2i2.22906

APA

Hudson, J. (2018). Using Wikis for collaborative writing in the ELT classroom. International Journal of Pedagogy and Teacher Education (IJPTE), 2(2), 413-426. https://doi.org/10.20961/ijpte.v2i2.22906

Vancouver

Hudson J. Using Wikis for collaborative writing in the ELT classroom. International Journal of Pedagogy and Teacher Education (IJPTE). 2018 Oct 31;2(2):413-426. https://doi.org/10.20961/ijpte.v2i2.22906

Author

Hudson, Jolanta. / Using Wikis for collaborative writing in the ELT classroom. In: International Journal of Pedagogy and Teacher Education (IJPTE). 2018 ; Vol. 2, No. 2. pp. 413-426.

Bibtex

@article{fb592e611abd49238dd28db5e5144b90,
title = "Using Wikis for collaborative writing in the ELT classroom",
abstract = "This study examines the use of an educational wiki to develop the second language (L2) writing skills of English language students who are placed on a two-week online course to develop skills in English for work-related purposes. It discusses the use of wikis for learning L2, focusing on learning writing through collaborative tasks. The discussion analyses views and theories on the use of wikis for developing writing skills and the issues associated with the use of wikis for collaborative tasks. The research engages L2 students and a teacher in a task using Wikispaces, an educational type of wikis. The data is collected via a questionnaire, interviews and the teacher{\textquoteright}s diary. The study suggests wikis might usefully assist students with their L2 writing and that students are likely to value the opportunity to work collaboratively on a writing task or certain type of task. However, not all students would be expected to feel comfortable with the wiki technology and its features. As wikis are still increasingly popular in language classrooms, a more in-depth study that would take a closer look at the usefulness of wikis for such classroom tasks might bring new insights and interesting results to the discussion on wikis in the English language classroom (ELT). It is suggested, therefore, that future research with a larger and more diverse audience and with a more specific focus might provide better information in this regard.",
author = "Jolanta Hudson",
year = "2018",
month = oct,
day = "31",
doi = "10.20961/ijpte.v2i2.22906",
language = "English",
volume = "2",
pages = "413--426",
journal = "International Journal of Pedagogy and Teacher Education (IJPTE)",
issn = "2549-8525",
number = "2",

}

RIS

TY - JOUR

T1 - Using Wikis for collaborative writing in the ELT classroom

AU - Hudson, Jolanta

PY - 2018/10/31

Y1 - 2018/10/31

N2 - This study examines the use of an educational wiki to develop the second language (L2) writing skills of English language students who are placed on a two-week online course to develop skills in English for work-related purposes. It discusses the use of wikis for learning L2, focusing on learning writing through collaborative tasks. The discussion analyses views and theories on the use of wikis for developing writing skills and the issues associated with the use of wikis for collaborative tasks. The research engages L2 students and a teacher in a task using Wikispaces, an educational type of wikis. The data is collected via a questionnaire, interviews and the teacher’s diary. The study suggests wikis might usefully assist students with their L2 writing and that students are likely to value the opportunity to work collaboratively on a writing task or certain type of task. However, not all students would be expected to feel comfortable with the wiki technology and its features. As wikis are still increasingly popular in language classrooms, a more in-depth study that would take a closer look at the usefulness of wikis for such classroom tasks might bring new insights and interesting results to the discussion on wikis in the English language classroom (ELT). It is suggested, therefore, that future research with a larger and more diverse audience and with a more specific focus might provide better information in this regard.

AB - This study examines the use of an educational wiki to develop the second language (L2) writing skills of English language students who are placed on a two-week online course to develop skills in English for work-related purposes. It discusses the use of wikis for learning L2, focusing on learning writing through collaborative tasks. The discussion analyses views and theories on the use of wikis for developing writing skills and the issues associated with the use of wikis for collaborative tasks. The research engages L2 students and a teacher in a task using Wikispaces, an educational type of wikis. The data is collected via a questionnaire, interviews and the teacher’s diary. The study suggests wikis might usefully assist students with their L2 writing and that students are likely to value the opportunity to work collaboratively on a writing task or certain type of task. However, not all students would be expected to feel comfortable with the wiki technology and its features. As wikis are still increasingly popular in language classrooms, a more in-depth study that would take a closer look at the usefulness of wikis for such classroom tasks might bring new insights and interesting results to the discussion on wikis in the English language classroom (ELT). It is suggested, therefore, that future research with a larger and more diverse audience and with a more specific focus might provide better information in this regard.

U2 - 10.20961/ijpte.v2i2.22906

DO - 10.20961/ijpte.v2i2.22906

M3 - Journal article

VL - 2

SP - 413

EP - 426

JO - International Journal of Pedagogy and Teacher Education (IJPTE)

JF - International Journal of Pedagogy and Teacher Education (IJPTE)

SN - 2549-8525

IS - 2

ER -