The present study set out to investigate the effects of wiki-mediated collaborative writing on types of revision, group interaction, and writing products. For the purpose of the study, nine high school students participated in a wiki-mediated writing project creating a school history book for three months as part of their extracurricular activities. The participants were divided into three groups and their writings on the wiki site were analyzed to identify types of revision and patterns of group interaction. The final essays were evaluated based on an analytical writing assessment rubric. The results showed that the participants put more emphasis on form-focused revisions rather than meaning-focused revisions. Three different interaction patterns were observed: no explicit interaction, cooperative, and collaborative interaction. The collaborative interaction group showed more frequent wiki revisions, resulting in a better writing product. Despite the limited generalizability of the results due to its small number of participants, the study provides new insights on the possibility of utilizing wiki in teaching writing in high school English class. The results suggest that teachers need to pay attention to grouping and designing tasks to facilitate active group interaction in collaborative writing.
1. 서론
2. 선행 연구
3. 연구 방법
4. 연구 결과
5. 결론 및 제언
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