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Collaboratively composing an argumentative essay: wiki versus face-to-face interactions

This study employed a qualitative case study method to compare learner-learner interaction on wiki and face-to-face collaborative writing in completing an argumentative essay. Face-to-face collaborative writing refers to in-class meeting of students to write essays collaboratively. Thirty ESL tertia...

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Main Authors: Ansarimoghaddam, Shokoufeh, Tan, Bee Hoon, Yong, Mei Fung
Format: Article
Language:English
Published: Penerbit Universiti Kebangsaan Malaysia 2017
Online Access:http://psasir.upm.edu.my/id/eprint/57099/1/Collaboratively%20composing%20an%20argumentative%20essay%20wiki%20versus%20face-to-face%20interactions.pdf
http://psasir.upm.edu.my/id/eprint/57099/
http://ejournal.ukm.my/gema/article/view/13665
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spelling my.upm.eprints.570992017-09-07T04:30:25Z http://psasir.upm.edu.my/id/eprint/57099/ Collaboratively composing an argumentative essay: wiki versus face-to-face interactions Ansarimoghaddam, Shokoufeh Tan, Bee Hoon Yong, Mei Fung This study employed a qualitative case study method to compare learner-learner interaction on wiki and face-to-face collaborative writing in completing an argumentative essay. Face-to-face collaborative writing refers to in-class meeting of students to write essays collaboratively. Thirty ESL tertiary students from an intact class participated in the study. They were randomly divided into Group 1 and Group 2. Each of the two groups was further sub-divided into five smaller groups comprising three members. Group 1 discussed and wrote the essay on the wiki platform while Group 2 did the same task face-to-face in the classroom. One sub-group from both modes of writing was selected for in-depth comparison. Data were collected from the collaborative writing processes on the wiki platform and audio-recordings of face-to-face interactions, and also from semi-structured interviews. The findings revealed that the participants of both modes of writing were able to evaluate different viewpoints, and understand shortcomings and strengths through interaction in either of the collaborative learning contexts. The collaboration through both modes of writing showed that the participants not only displayed similar understanding, but also learned from each other through developing and sharing different perspectives on the same issues. Of the differences found between the two modes of collaborative writing, Wiki is a more effective platform for drafting and revising, while planning is easier done through face-to-face interaction. The study implies that either mode of collaborative writing can be adopted by ESL language instructors who aspire to practice the social-constructivist approach to writing instruction especially in a blended learning environment. Penerbit Universiti Kebangsaan Malaysia 2017 Article PeerReviewed application/pdf en http://psasir.upm.edu.my/id/eprint/57099/1/Collaboratively%20composing%20an%20argumentative%20essay%20wiki%20versus%20face-to-face%20interactions.pdf Ansarimoghaddam, Shokoufeh and Tan, Bee Hoon and Yong, Mei Fung (2017) Collaboratively composing an argumentative essay: wiki versus face-to-face interactions. GEMA Online® Journal of Language Studies, 17 (2). pp. 33-53. ISSN 1675-8021; ESSN: 2550-2131 http://ejournal.ukm.my/gema/article/view/13665
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
description This study employed a qualitative case study method to compare learner-learner interaction on wiki and face-to-face collaborative writing in completing an argumentative essay. Face-to-face collaborative writing refers to in-class meeting of students to write essays collaboratively. Thirty ESL tertiary students from an intact class participated in the study. They were randomly divided into Group 1 and Group 2. Each of the two groups was further sub-divided into five smaller groups comprising three members. Group 1 discussed and wrote the essay on the wiki platform while Group 2 did the same task face-to-face in the classroom. One sub-group from both modes of writing was selected for in-depth comparison. Data were collected from the collaborative writing processes on the wiki platform and audio-recordings of face-to-face interactions, and also from semi-structured interviews. The findings revealed that the participants of both modes of writing were able to evaluate different viewpoints, and understand shortcomings and strengths through interaction in either of the collaborative learning contexts. The collaboration through both modes of writing showed that the participants not only displayed similar understanding, but also learned from each other through developing and sharing different perspectives on the same issues. Of the differences found between the two modes of collaborative writing, Wiki is a more effective platform for drafting and revising, while planning is easier done through face-to-face interaction. The study implies that either mode of collaborative writing can be adopted by ESL language instructors who aspire to practice the social-constructivist approach to writing instruction especially in a blended learning environment.
format Article
author Ansarimoghaddam, Shokoufeh
Tan, Bee Hoon
Yong, Mei Fung
spellingShingle Ansarimoghaddam, Shokoufeh
Tan, Bee Hoon
Yong, Mei Fung
Collaboratively composing an argumentative essay: wiki versus face-to-face interactions
author_facet Ansarimoghaddam, Shokoufeh
Tan, Bee Hoon
Yong, Mei Fung
author_sort Ansarimoghaddam, Shokoufeh
title Collaboratively composing an argumentative essay: wiki versus face-to-face interactions
title_short Collaboratively composing an argumentative essay: wiki versus face-to-face interactions
title_full Collaboratively composing an argumentative essay: wiki versus face-to-face interactions
title_fullStr Collaboratively composing an argumentative essay: wiki versus face-to-face interactions
title_full_unstemmed Collaboratively composing an argumentative essay: wiki versus face-to-face interactions
title_sort collaboratively composing an argumentative essay: wiki versus face-to-face interactions
publisher Penerbit Universiti Kebangsaan Malaysia
publishDate 2017
url http://psasir.upm.edu.my/id/eprint/57099/1/Collaboratively%20composing%20an%20argumentative%20essay%20wiki%20versus%20face-to-face%20interactions.pdf
http://psasir.upm.edu.my/id/eprint/57099/
http://ejournal.ukm.my/gema/article/view/13665
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score 13.211869

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