Hostname: page-component-cd9895bd7-dzt6s Total loading time: 0 Render date: 2024-12-20T21:53:32.815Z Has data issue: false hasContentIssue false
  • English
  • Français

Rationalities of collaboration for language learning in a wiki

Published online by Cambridge University Press:  01 May 2010

Linda Bradley ,
Berner Lindström  and
Hans Rystedt
Linda Bradley*
Affiliation:
Chalmers University of Technology, Department of Applied IT, Centre for Language and Communication, 412 96, Göteborg, Sweden (email: linda.bradley@chalmers.se)
Berner Lindström*
Affiliation:
University of Gothenburg, Department of Education, Box 300, 405 30 Göteborg, Sweden (email: berner.lindstrom@gu.se; hans.rystedt@ped.gu.se)
Hans Rystedt*
Affiliation:
University of Gothenburg, Department of Education, Box 300, 405 30 Göteborg, Sweden (email: berner.lindstrom@gu.se; hans.rystedt@ped.gu.se)
Get access Rights & Permissions [Opens in a new window]

Abstract

For language learning, online environments allowing for user generated content are becoming increasingly important since they offer possibilities for learners to elaborate on assignments and projects. This study investigates what wikis can do as a means to enhance group interaction, when students are encouraged to participate in constructing text and exchanging peer response. The research focus is on exploring what interaction unfolds in the wiki and how it promotes language learning, from a sociocultural perspective. This interaction is framed both by affordances in the wiki but also by what is expected from students as language learners in an English for Specific Purposes class environment. The analysis has a multilevel approach, focusing on patterns of interaction and the nature of feedback. The study shows that collaboration becomes specifically interesting from a language learning perspective. In the findings, on the student wiki pages there are numerous contributions relating to both local language and global content. Revising co-constructed text opens up possibilities for the students to evaluate existing contributions and it also provides opportunities for them to suggest constructive changes. In addition, with the environment being web based, we discuss certain benefits arising from the fact that it allows for user-generated content.

Keywords

wikilanguage learningcollaborationpeer workhigher education
Type
Regular papers
Information
ReCALL , Volume 22 , Issue 2 , May 2010 , pp. 247 - 265
Copyright
Copyright © European Association for Computer Assisted Language Learning 2010

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alexander, B. (2006) Web 2.0: A new wave of innovation for teaching and learning? Educause review, 41(2): 32–44.Google Scholar
Arnold, N., Ducate, L.Kost, C. (2009) Collaborative writing in wikis. In: Lomicka, L. and Lord, G. (eds.) The next generation: Social networking and online collaboration in foreign language learning. CALICO Monograph Series, 8: 115–144.Google Scholar
Augar, N., Raitman, R.Zhou, W. (2004) Teaching and learning online with wikis. ASCILITE, 2004. http://www.ascilite.org.au/conferences/perth04/procs/augar.htmlGoogle Scholar
Brown, A. L. (1992) Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings. The Journal of the Learning Sciences, 2(2): 141–178.CrossRefGoogle Scholar
Chapelle, C. (2007) Technology and second language acquisition. Annual Review of Applied Linguistics, 27: 98–114.CrossRefGoogle Scholar
Conole, G. (2008) Listening to the learner voice: The ever changing landscape of technology use for language students. ReCALL, 20(2): 124–140.CrossRefGoogle Scholar
Cope, B.Kalantzis, M. (2000) Multiliteracies: Literacy Learning and the Design of Social Futures. New York: Routledge.Google Scholar
Dillenbourg, P. (1999) What do you mean by collaborative learning? In: Dillenbourg, P. (ed.) Collaborative learning: Cognitive and computational approaches. Amsterdam: Pergamon, 1–19.Google Scholar
Dippold, D. (2009) Peer Feedback Through Blogs: Student and teacher perceptions in an advanced German class. ReCALL, 21(1): 18–36.CrossRefGoogle Scholar
Donato, R. (2004) Aspects of collaboration in pedagogical discourse. Annual Review of Applied Linguistics, 24: 284–302.CrossRefGoogle Scholar
Firth, A.Wagner, J. (2007) Second/Foreign Language Learning as a Social Accomplishment: Elaborations on a Reconceptualized SLA. The Modern Language Journal, 91: 800–819.CrossRefGoogle Scholar
Forte, A.Bruckman, A. (2006) From Wikipedia to the Classroom: Exploring Online Publication and Learning. Paper presented at the International Conference of the Learning Sciences, Bloomington, IN.Google Scholar
Garza, S. L.Hern, T. (2006) WikiAsACollaborativeWritingTool. http://critical.tamucc.edu/wiki/WikiArticle/WikiAsACollaborativeWritingToolGoogle Scholar
Gibson, J. J. (1977) The theory of affordances. In: Shaw, R. E. and Bransford, J. (eds.) Perceiving, acting, and knowing. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Gillespie, J. (2008) Editorial: Mastering Multimedia: Teaching Languages Through Technology. ReCALL, 20(2): 121–123.CrossRefGoogle Scholar
Godwin-Jones, R. (2003) Emerging technologies: Blogs and wikis: Environments for online collaboration. Language Learning and Technology, 7(2): 12–16.Google Scholar
Gutiérrez, G. A. (2006) Sociocultural theory and its application to CALL: A study of the computer and its relevance as a mediational tool in the process of collaborative activity. ReCALL, 18(2): 230–251.CrossRefGoogle Scholar
Hampel, R. (2006) Rethinking task design for the digital age: A framework for language teaching and learning in a synchronous online environment. ReCALL, 18(1): 105–121.CrossRefGoogle Scholar
Hyland, F.Hyland, K. (2006) State of the art article: Feedback on second language students’ writing. Language Teaching, 39: 83–101.CrossRefGoogle Scholar
Kessler, G. (2009) Student-initiated attention to form in wiki-based collaborative writing. Language learning & Technology, 13(1): 79–95.Google Scholar
Lamb, B. (2004) Wide open spaces: Wiki, ready or not. Educause Review, 39(5): 36–48.Google Scholar
Lankshear, C.Knobel, M. (2003) New Literacies. Changing Knowledge and Classroom Learning. Buckingham, UK: Open University Press.Google Scholar
Lantolf, J.Thorne, S. (2006) Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.Google Scholar
Lee, I. (2008) Ten mismatches between teachers’ beliefs and written feedback practice. ELT Journal, 63(1): 13–22.CrossRefGoogle Scholar
Leuf, B.Cunningham, W. (2001) The wiki way: Quick collaboration on the web. Boston, MA: Addison-Wesley Longman Publishing Co.Google Scholar
Liu, J.Sadler, R. (2003) The effect and affect of peer review in electronic versus traditional modes on L2 writing. Journal of English for Academic Purposes, 2(3): 193–227.CrossRefGoogle Scholar
Lund, A.Smørdal, O. (2006) Is There Space for the Teacher in a Wiki? In: Proceedings of the 2006 International Symposium on Wikis (WikiSym ’06). Odense, Denmark: ACM Press, 27–46.Google Scholar
Lund, A. (2008) Wikis: a collective approach to language production. ReCALL, 20(1): 35–54.CrossRefGoogle Scholar
Mak, B.Coniam, D. (2008) Using wikis to enhance and develop writing skills among secondary school students in Hong Kong. System, 36: 437–455.CrossRefGoogle Scholar
Prensky, M. (2005) Learning in the Digital Age. Educational Leadership, 63(4): 8–13.Google Scholar
Rollinson, P. (2005) Using peer feedback in the ESL writing class. ELT Journal, 59(1): 23–30.CrossRefGoogle Scholar
Säljö, R. (2005) Lärande i praktiken. Ett sociokulturellt perspektiv [Learning in Practice: A sociocultural perspective]. Stockholm: Norstedts Akademiska Förlag.Google Scholar
Sotillo, S. (2002) Constructivist and Collaborative Learning in a Wireless Environment. TESOL Journal, 11(3): 16–20.CrossRefGoogle Scholar
Warschauer, M. (2005) Socio-cultural perspectives on CALL. In: Egbert, J. and Petrie, G. M. (eds.) CALL Research Perspectives. Mahwah, NJ: Lawrence Erlbaum, 41–51.Google Scholar