WIKIS IN EFL WRITING CLASSES IN SAUDI ARABIA: IDENTIFYING INSTRUCTORS’ REFLECTIONS ON MERITS, DEMERITS AND IMPLEMENTATION

• Authors: Ahmed A. Al Khateeb
• Languages of publication: EN

Abstracts

EN

This paper presents the pre-and-post-reflections of English language instructors concerning the incorporation of a new pedagogy in English as foreign language (EFL) writing classes in the Kingdom of Saudi Arabia. This approach is to integrate and blend wiki-mediated writing into a different course plan, with tasks that fit with the normal syllabi used for teaching writing skills. The methodology took a qualitative approach, specifically by conducting semi-structured pre-and-post-interviews. The qualitative analysis focused on the most frequent themes which occur in both cohorts. The participants, who were faculty members in the chosen institution, gave their reflections after they were shown the processes, thoughts and outcomes produced by the participants who actually applied the course and relevant tasks. It is important to identify instructors’ perspectives as this practice can be applied to enhance (novice) non-native learners of writing in English for academic purposes (EAP). Accordingly, this paper intends to shed light on three vital elements: merits, demerits and some principles for implementation.

Keywords

EN

web 2; 0; social learning; merits; demerits; implementation; reflections

• Publisher: IATEFL Poland Computer Special Interest Group & University of Nicosia
• Journal: Teaching English with Technology
• Year: 2013
• Volume: 13
• Issue: 4
• Pages: 3-22

Contributors

author

Ahmed A. Al Khateeb

• University of Southampton

References

• Al-Hazmi, S. and Schofield, P. (2007). Enforced revision with checklist and peer feedback in EFL writing: The example of Saudi university students. Scientific Journal of King Faisal University (Humanities and Management Sciences), 8(2), 237-267.
• Asaoka, C. and Usui, Y. (2003). Students' perceived problems in an EAP writing course. JALT Journals, 25(2), 143-172.
• Barkley, E. F., Cross, K. P. and Major, C. H. (2005). Collaborative Learning Techniques: A Handbook for College Faculty. San Francisco, CA: Jossy-Bass.
• Boxtel, C. V., Linden, J. V. D. and Kanselaar, G. (2000). Collaborative learning tasks and the elaboration of conceptual knowledge. Learning and Instruction, 10, 311-330.
• Chandra, V. and Chalmers, C. (2010). Blogs, wikis and podcasts: Collaborative knowledge building tools in a design and technology course. Journal of Learning Design, 3(2), 35-49.
• Chen, H. L., Gilbert, D., and Sabol, J. (2006). Using wikis to build learning communities: successes, failures and next steps. Poster presentation at Educause Learning Initiative in San Diego, 29-31. Retrieved from http://21stcenturylearning.typepad.com/.shared/image.html?/photos/uncategorized/2007/07/21/usingwikisforlearningcommunities_3.gif.
• Chisholm, R. M. (1990) Coping with the problems of collaborative writing. Writing Across the Curriculum, 2, 90-108.
• Clark, R. and Ivanic, R. (1997). The Politics of Writing. London: Routledge.
• Cress, U. and Kimmerle, K. (2008). A systematic and cognitive view on collaborative knowledge building with wikis. Computer-Supported Collaborative Learning, 3, 105-122.
• Cumming, A. (1988). Writing expertise and second-language proficiency. Language Learning, 39(1), 81-135.
• Daoud, S. (1998). How to motivate EFL learning and teaching of academic writing by cross-cultural exchange. English for Specific Purposes, 17(4), 391-412.
• Davies, J. (2004). Wiki brainstorming and problems with wiki based collaboration. York: Department of Computer Science at the University of York.
• Davoli, P., Monari, M. and Eklundh, K. S. (2009). Peer activities on Web-learning platforms - Impact on collaborative writing and usability issues. Journal Education and Information Technologies, 14(3), 229-254.
• Donato, R. (2004). Aspects of collaboration in pedagogical discourse. Annual Review of Applied Linguistics, 24, 284-302.
• Dymoke, S. and Hughes, J. (2009). Using a poetry wiki: How can the medium support pre-service teachers of English in their professional learning about writing poetry and teaching poetry writing in a digital age. English Teaching: Practice and Critique, 8(3), 91-106.
• Ede, L. and Lunsford, A. (1990). Singular Texts/Plural Authors Perspectives on Collaborative Writing. Carbondale, IL: Southern Illinois University Press.
• Edwards, R. (2012). (Im)mobilities and (dis)locating practices in cyber-education. In R., Brooks, A. Fuller and J. Waters (eds.), Changing Spaces of Education: New Perspectives on the Nature of Learning (pp. 205-218). Oxon: Routledge.
• Elgort I, Smith A. and Toland J. (2008). Is wiki an effective platform for group course work? Australasian Journal of Educational Technology (AJET), 24(2), 195-210.
• Flower, L. and Hayes, J. R. (1981). A Cognitive Process Theory of writing. College Composition and Communication, 32(4), 365-387.
• Fung, Y. M. (2010). Collaborative writing features. RELC Journal, 41(1), 18-30.
• Grief, S. (2007). Collaborative Writing, Effective Teaching and Learning: Development Project Report. London: National Research and Development Centre (NRDC).
• Harmer, J. (2007). How to Teach Writing. London: Longman.
• Hodges, C. G. (2002). Learning through collaborative writing. Reading Literacy and Language, 36, 4-10.
• Hyland, F. and Hyland, K. (2006). State of the art article: Feedback on second language students’ writing. Language Learning, 39, 83-101.
• Hyland, K. and Hamp-Lyons, L. (2002). EAP: Issues and directions. Journal of English for Academic Purposes, 1, 1-12.
• Koschmann, T. D. (1994). Toward a theory of computer support for collaborative learning. The Journal of the Learning Sciences, 3(3), 219-225.
• Kuteeva, M. (2011). Wikis and academic writing: Changing the writer-reader relationship. English for Specific Purposes, 30, 44–57.
• Lundin, R. W. (2008). Teaching with wikis: Toward a networked pedagogy. Computers and Composition, 25, 432-448.
• Manchón, R. M., Roca de Larios, J. and Murphy, L. (2000). An approximation to the study of backtracking in L2 writing. Learning and Instruction, 10(1), 13-35.
• McMullen, M. G. (2009). Using language learning strategies to improve the writing skills of Saudi EFL students: Will it really work? System, 37, 418-433.
• Mendonca, C. O. and Johnson, K. E. (1994). Peer review negotiations: Revision activities in ESL writers. TESOL Quarterly, 28, 745-769.
• Miyake, N. (2007). Computer Supported Collaborative Learning. In R. Andrews and C. Haythornthwaite (eds.), Handbook of E-learning Research (pp. 248-266). London: Sage.
• Nelson, G. L. (1997). How cultural differences affect written and oral communication: The case of peer response groups. New Directions for Teaching and Learning, 70, 77-84.
• Noël, S. and Robert, J.-M. (2004). Empirical study on collaborative writing: What do co-authors do, use, and like? Computer Supported Cooperative Work (CSCW), 13(1), 63-89.
• Oxford, R. L. (1997). Cooperative learning, collaborative learning, and interaction: Three communicative strands in the language classroom. The Modern Language Journal, 81(4), 443-456.
• Parker, K. R. and Chao, J. T. (2007). Wiki as a teaching tool. Interdisciplinary Journal of Knowledge and Learning Objects, 3(1), 57-72.
• Porto, M. (2002). Implementing cooperative writing response groups and self-evaluation in South America: Struggle and survival. Journal of Adolescent and Adult Literacy, 45(8), 684-691.
• Raimes, A. (1985). What unskilled ESL students do as they write: A classroom study of composing. TESOL Quarterly, 19(2), 229-258.
• Scott, V. M. (1996). Rethinking Foreign Language Writing. Boston: Heinle and Heinle Publishers.
• Thomas, M. (2011). Digital Education: Opportunities for Social Collaboration. Digital Education and Learning. New York: Palgrave Macmillan.
• Viegas, F., Wattenberg, M. and Dave, K. (2004) Studying cooperation and conflict between authors with history flow visualisation. CH1, 6(1), 575-582.
• Vratulis, V. and Dobson, T. M. (2008). Social negotiations in a wiki environment: A case study with pre-service teachers. Educational Media International, 45(4), 285-294.
• Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
• Weinberger, A. and Fischer, F. (2006). A framework to analyze argumentative knowledge construction in Computer-Supported Collaborative Learning. Computers and Education, 46, 71-95.
• Wenger, E. 1998). Communities of Practice: Learning as a social system. Systems Thinker, 9(5), 1-2.
• Wenger, E. (2006) Communities of Practice: Learning, Meaning and Identity, Cambridge: Cambridge University Press.
• West, J. A. and West, M. L. (2009). Using Wikis for On-line Collaboration: The Power of the Read-Write Web. San Francisco: Jossey- Bass.
• Wheeler, S., Yeomans, P. and Wheeler, D. (2008). The good, the bad and the wiki: Evaluating student-generated content for collaborative learning. British Journal of Educational Technology, 39(6), 987-995.
• William, N. (1992). New technology. New writing. New problems. in Holt, P. O. and William, N., eds. Computers and Writing: State of the Art (pp. 1-19). Oxford: Intellect Books.
• Williams, S. (2001). Part2: toward an integrated composition pedagogy in hypertext. Computer and Composition, 18(2), 123-135.
• Wolfersberger, M. (2003). L1 to L2 writing process and strategy transfer: A look at lower proficiency writers. TESL-EJ, 7(2), 1-12.
• Woo, Y. and Reeves, T. C. (2007). Meaningful interaction in Web-based learning: A social constructivist interpretation. The Internet and Higher Education, 10(1), 15-25.
• Woods, D. and Thoeny, P. (2007). Wikis for Dummies. Indianapolis: Wiley Publishing, Inc.
• Zamel, V. (1982). The process of discovering meaning. TESOL Quarterly, 16(2), 195-209.
• Zamel, V. (1983). The composing processes of advanced ESL students: Six case studies. TESOL Quarterly, 17(2), 165-187.