Learners’ writing performance, revision behavior, writing strategy, and perception in wiki-mediated collaborative writing

다국어 초록 (Multilingual Abstract)

This study investigates Korean EFL learners’ writing performance, revision behavior, and collaborativewriting strategy use when engaging in wiki-mediated collaborative writing projects. Sixteen universityundergraduate students, part of an intact College English course, participated in the study. Throughout thesemester, participants wrote a total of 4 academic essays, two times individually and two timescollaboratively in groups of 4. The results indicated that learners produced higher quality writing when theyco-authored a text with others. Participants tended to primarily attend to form rather than meaning in thecollaborative writing process and approached the wiki-mediated collaborative writing task by segmentingand distributing the work among group members in a parallel manner. A questionnaire was alsoadministered to explore learner perceptions regarding the benefits of wiki technology and wiki-mediatedcollaborative writing tasks for language and writing development. Overall, participants reported positiveviews of wiki-mediated collaborative writing, although some concerns were expressed. The results of thestudy suggest that wiki-mediated collaborative writing tasks may have a place in L2 writing instruction.
Pedagogical implications of implementing wiki-mediated collaborative writing with EFL learners arediscussed.

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