Collaborative writing with a wiki in a primary five English classroom

Abstract

Many studies have been conducted on the application of Web 2.0 technologies (e.g., wikis) in an educational environment including: exploring the potential of their use, the effects they have on student learning and their effectiveness when combined with appropriate instructional practices. However, whether or not these findings at the tertiary and high school levels are applicable to young learners at the primary level, have yet to be determined. Through case study design, this small-scale study explored the challenges and potential benefits that a wiki may bring to students and teachers in a Primary five English class. The study examined the wiki's key affordances for collaboration that may have an impact on students' writing abilities, through the analysis of collaborative writing projects. To understand human activity in a complex classroom environment. Activity Theory was used as an analytical lens to help examine students’ learning processes and outcomes. The study found that the use of a wiki in a class of primary five students in a Hong Kong Chinese primary school was perceived positively. Students enjoyed using the wiki, and the overall perception was that it helped fostered teamwork and improved writing. The tracking functionality of the wiki gave in-depth information about the types of edits the students were making and helped the teachers to access students’ collaboration and development. Findings from this study may help provide practical recommendations for primary school English language teachers and help illustrate the potential that Web 2.0, specifically wikis, can bring to influence young language learners.