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Using wiki-based collaborative writing to develop writing skills
James Baggesen
Senior Teacher ICT
British Council
Madrid Adults Centre
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• Benefits of collaborative writing
• Wiki
• Project
• Recommendations
• Questions
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Collaborative Writing – a definition
Neomy Storch (2011) defines collaborative writing as ‘the joint production or the co-authoring of a text by two or more writers’ and the defining trait is the ‘joint ownership of the document produced’.
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Communicative Approach in TESOL
Apparent contradiction when it comes to writing – pair/group writing collaboration is not common. Why?
Why don’t teachers spend more time on writing in the classroom?
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Process Writing
1. Pre-writing (brainstorming)
2. Drafting
3. Revising
4. Editing/peer-reviewing
5. Publishing
Tribble (1996)
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Writing in the ESOL Classroom
• Collaborative perhaps only at brainstorming and editing/peer-reviewing stages of the process
• The drafting and revising stages are usually set as homework
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What you think are the potential benefits of collaborative writing and some possible problems?
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Research has identified the following benefits of collaborative writing:
• Socio-constructivist approach to learning
• Collective scaffolding - ‘Two heads are better than one’
• Develop critical thinking and analytical skills through revising/editing
• Shared ownership promotes responsibility for own learning
• Preparation for real world tasks
• Promote social interactions and relationships
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• Each person brings a unique set of skills and knowledge of the world - creativity
• Audience encourages self-correction
• Both individual and collaborative writing can complement each other
• Move from a sentence level view of writing to a more global perspective i.e. from language and lexis to discourse and coherence
• Collaborative writing better than individual efforts
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• Learners are reluctant to work together to produce a piece of writing preferring to complete the task individually
• A relatively small proportion of students do the bulk of the work
• Writing is cooperative rather than collaborative
• Reluctance by learners to engage in collaborative writing based on previous negative experiences of collaboration
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Collaboration can continue outside the classroom through a Wiki (PBworks).
http://screencast-o-matic.com/watch/cIXq66V9Oe
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Edit History showing who/when changes were made
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One group member edits another’s work
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Group members discussing the writing
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The benefits of collaborative writing are further enhanced by using wikis to write collaboratively for the following reasons:
• The very nature of wikis promote collaboration
• Unique features of wiki; edit history, discussion area, equal access to most recent version, all instances are saved, user-friendly editing
• Learners build stronger relationships with each other – sense of community
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• Motivation – responsibility for own learning, reduce free-riding, visibility of own work
• Asynchronous communication allows for reflection and critical thinking
• Research indicates higher levels of error identification and correction and attention to discourse all improve through discussion
• The process of writing becomes non-linear; editing occurs at all stages of the process
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• Audience – peers and publishing, social writing/meaning
• Learning preferences - vicarious interaction, dominance by few reduced, shier learners able to contribute
• Learners report they enjoy using wikis for collaborative writing
• Learners report their peers were able to identify & correct errors they couldn’t see
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• Social loafing
• Some learners wait until the few last days before contributing
• Lack of learner engagement if use of wiki is poorly designed and/or supported
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Wiki-based Collaborative Writing Project
• Upper C1 – lower C2 level students
• Majority 18-34
• Majority working / followed by university students
• 4-5 hours class time a week (40/50 hours total)
• 132 students participated
• 35 groups of 3/4
• November – December 2013
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Students’ views on wiki-based collaboration
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How did you find the experience of working together to produce a single piece of writing? (Interview Question)
“I was a little sceptical at first, l’m not used to doing this sort of stuff in English courses but I would say it was a good experience” Student A
“…once we find a topic we all agree on we worked together and it was good experience” Student C
“Completely positive. I enjoyed the experience in fact, and it’s a method of work that encourages people to work together and to do his best” Student F
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Teachers’ comments (teacher focus group)
“What they produced collaboratively was of a higher standard than what they produced on their own” Teacher D
“The stronger students did more correcting and brought the level up” Teacher A
“16-18 year olds spend 1 or 2 hours doing homework and didn’t want to spend more time on it” Teacher C
“I think some students really got into it and enjoyed it and did a lot actually, others didn’t do very much and didn’t take it seriously” Teacher A
“all of mine really went for it and it got a really, really nice response” Teacher D
“in each group there was one that did engage with it, they were working on their own as the others didn’t really collaborate” Teacher B
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Recommendations for wiki-based Collaborative Writing
• Need to think about how the groups are set up
• Wikis alone doesn’t equal collaboration there has to be willingness
• Less mature students want/need more teacher guidance
• Training on the wiki
• Training for learners on giving feedback
• Have time to get used to correcting each others’ work
• Training videos
• Individual contributions assessed
• Teacher needs be interested/motivated
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Questions?
Storch, N. (2011). Collaborative writing in L2 contexts: Processes, outcomes, and future directions. Annual Review of Applied Linguistics, 31(1), 275-288.
Tribble, C. (1996). Writing. Oxford: Oxford University Press.