Exploring EFL Learners' Interaction and Perception of Wiki-Mediated Collaborative Writing through Sociocultural Perspectives
| Autor: | Chung, Wen-Hao, 鍾文豪 |
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| Rok vydání: | 2019 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 107 In the recent years, with the advance of networked computer, the ability to efficiently communicate and collaborate with others to co-construct knowledge in pairs or groups has significantly improved. Therefore, computer-mediated collaborative writing has attained the growing attention of second language instructors and researchers. An increasing number of studies have explored the affordance of wikis on collaborative writing. However, few studies have viewed the actions of individual learners as a sole social process to further investigate the nature of wiki interaction over small group writing process. In this regard, the present study explored dynamic small group interactions in wiki-mediated collaborative writing tasks in L2. Nine college students collaboratively engaged in four writing tasks within three small groups in the wiki site, PBWorks over twelve weeks. Informed by sociocultural perspectives, including the notions of zone of proximal development (ZPD), scaffolding and activity theory, the present study aimed to study (1) how group members discussed writing tasks and worked on content construction during their wiki writing processes, (2) what factors mediated the dynamic interactions over the collaborative writing process, and (3) how group members perceive the experience of wiki collaborative writing. This study adopted qualitative case study methodology to map out the complexity of group members’ actions and to capture the dynamic interactions over writing tasks. The data are mainly elicited from wiki records, pre-task questionnaire surveys, post-task and study interviews, researcher’s observation notes and writing products. The data are analyzed based on the constant comparative method, supplemented with descriptive statistics analysis. The results suggested that the three small groups demonstrated three distinct but stable patterns of interaction across four wiki writing tasks. The patterns of interaction were revealed in Group A, Collaborative; Group B, Expert /Novice; Group C, Dominant /Passive. The patterns were distinguished with the degrees of equality and mutuality (Damon & Phelps, 1989) and roles that each group member played. These three patterns were featured with distinct language functions, group dynamics, and scaffolding occurrence throughout the wiki-mediated collaborative writing tasks. In addition, various factors mediated groups’ wiki interactions throughout the collaborative process, including perceived objects, subject agency, English proficiency and prior experience in technology and group work. Finally, the patterns of group interactions influenced individual members’ perceptions about their language learning and wiki using experiences. This study provided more profound insights into computer-mediated collaborative writing research, and also shed new light on the L2 writing pedagogy. Several pedagogical implications are suggested. First, a well-organized training session is required for students to gain necessary knowledge and skills on the use of wikis for collaborative writing process. Second, instructors should hold an open-minded belief toward the unexpected changes and results in the writing process and recognize what factors mediate these unpredictable situations. Third, instructors should regard grouping as an essential factor while performing collaborative writing tasks. Random or disorganized grouping may impede students’ motivation and contribution. Finally, a wiki is a high potential tool with an efficient venue not only for instructors to observe students’ interactive process but also enables students to reflect their learning process. Keywords: sociocultural perspectives, activity theory, wikis, collaborative writing |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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