269+Huang

The Use of Wikis to Support Collaborative Writing for EFL Students || Hui-Wen Huang, University of Idaho, ID, United States, huan6826@vandals.uidaho.edu Rodney McConnell, University of Idaho, ID, United States, rmac@uidaho.edu || Among the Web 2.0 tools (blogs, wikis, social networks, etc.) wikis are apparently suitable for collaborative writing tasks to construct knowledge with others and increase students' writing motivation and proficiency in EFL settings. The features of wikis allow users to post contents, edit pages, discuss contents, and view the history of the revised activities on wiki pages. In this sense, teachers could follow the group contributions among the group members. Students need to collaboratively complete the group tasks assigned by the teachers. Hence, the purpose of this case study was to investigate students' perceptions of using wikis to complete a collaborative writing task in an EFL class.
 * **Submission ID 269** ||
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Findings indicated that students perceive wikis as innovative online tools for providing group members an opportunity for brainstorming, discussion, writing, and editing as an online community. Through online collaborative writing activities, students not only learn how to share and communicate a wide variety of ideas with peers, but also develop important social skills through group discussions. The greatest contribution wikis make to the writing process for EFL students is that they allow students to participate in the writing process and to communicate in writing as an online community. || General Session Forum Intermediate ||
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