The effects of a wiki-based collaborative process writing pedagogy on writing ability and attitudes among upper primary school students in Mainland China
The effects of a wiki-based collaborative process writing pedagogy on writing ability and attitudes among upper primary school students in Mainland China
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DOI：
10.1016/j.compedu.2014.04.019
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发表时间：
2014-08
期刊：
影响因子：
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通讯作者：
Xuanxi Li;S. Chu;W. Ki
中科院分区：
文献类型：
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作者：
Xuanxi Li;S. Chu;W. Ki
本研究主要探讨了基于维基的协作过程写作教学法（WCPWP）对深圳市小学四年级学生写作能力和写作态度的影响。此外，本研究还调查了学生运用WCPWP进行合作写作的过程。学生们在第一作者开发的名为Joyous Writing Club（JWC）的MediaWiki平台（www.joyouswriting.com）上撰写作文。本研究采用准实验设计，以两组（班）小四学生为研究对象。研究收集了定量和定性的数据，包括写作能力作文测试（前测和后测）、写作态度测试（前测和后测）、在线维基文档和观察结果。研究结果显示，合作写作模式对学生的写作能力有积极的促进作用，但并不显著。重要的是，结果表明，WCPWP对学生的写作态度有显着的积极影响。本研究进一步探讨了WCPWP对写作能力（不显著）和写作兴趣（显著）产生积极影响的原因。本研究对小学教育工作者及国文教师提出建议。
This study mainly explored the effects of aWiki-based Collaborative Process Writing Pedagogy(WCPWP) on writing ability and writing attitudes among Primary Four students in Shenzhen, China. Besides, this study also investigated students' collaborative writing process with the WCPWP. Students wrote their compositions in a MediaWiki platform (www.joyouswriting.com) named Joyous Writing Club (JWC) developed by the first author. By using a quasi-experimental design, two groups (classes) of Primary Four students participated in this study. Both quantitative and qualitative data were collected including writing ability composition tests (pre-test and post-test), writing attitude tests (pre-test and post-test), online wiki documents, and observations. The results provided a general picture of the students' collaborative writing process and showed that the WCPWP had a positive but not significant effect on students' writing ability. Importantly, the results indicated that the WCPWP had a significant positive effect on the writing attitudes of students. The study further discussed the reasons related to the positive effects of the WCPWP on writing ability (not significant) and writing interests (significant). Implications and recommendations for primary school educators and Chinese language teachers are discussed.