Student-initiated attention to form in wiki-based collaborative writing

By Greg Kessler. Language Learning & Technology, 2009

361 citations recorded by the source corpus.

This study reports on student initiated attention to form within the collaborative construction of a wiki among pre-service Non-Native Speaker (NNS) English teachers. Forty NNS pre-service teachers from a large Mexican university were observed over a period of a sixteen week semester in an online content-based course aimed at improving their language skills while studying about the cultures of the English-speaking world. A core element of the course was a wiki that was collaboratively created, developed, and revised throughout the course. Students were encouraged to focus on language accuracy while actively participating and interacting with their peers in varied ways. This article explores the degree to which these NNS EFL teacher candidates attempt to correct their own and others’ grammar errors in a long-term collaborative task. The article also addresses the level of accuracy these participants achieve and the attention they pay to grammar revision versus content revision. Follow-up interviews with participants provided insight into the perception of the importance of grammar in the context of collaborative technologies among these NNS pre-service teachers.

Subfields: Communication, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/9d8cfd479fc3f4c9a2105aa425619864ca8e9135

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Communication

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

Collaborative Writing in L2 Contexts: Processes, Outcomes, and Future Directions (2011, methodology): “Kim and McDonough (2008), using a research design similar to that of Watanabe and Swain (2007), paired eight intermediate Korean L2 learners with fellow intermediate interlocutors and then with advanced interlocutors.”
Web 2.0 and Second Language Learning: What Does the Research Tell Us? (2012, background): “0 technologies increased students’ interest and motivation in language learning (Liou & Peng, 2009; Kessler, 2009; McCarty, 2009; Pinkman, 2005; Román-Mendoza, 2009).”
Collaborative writing: fostering foreign language and writing conventions development (2010, methodology): “…& Chao, 2007; Trentin, 2008), in English as a second language and English rhetoric courses (Chang & Schallert, 2005; Wang, Lu, Yang, Chiou, Chiang, & Hsu, 2005), and in FL courses (Arnold, Ducate, & Kost, 2009; Honegger, 2005; Kessler, 2009; Kessler & Bikowski, 2010; Oskoz & Elola, 2010, in press).”
Developing collaborative autonomous learning abilities in computer mediated language learning: attention to meaning among students in wiki space (2010, background): “Kessler (2009) found that students were able to use the wiki environment autonomously, but that they did not strive for grammatical accuracy due to their perceptions of the environment.”
Sixty Years of Language Motivation Research (2017, background): “Internet users can also easily read and contribute to discussion forums, blogs, wikis, and other online communities, all available in English (Kessler, 2009; Pinkman, 2005).”