Abstract
Based on the theories of collaborative learning, process-oriented writing, formative assessment and peer assessment, this study presents the author’s empirical research on applying Wiki to teaching English writing. It further discusses the way of using Wiki to assist teaching English writing, and under its assistance, how learners’ writing can be improved, and thus from what aspects it takes effect. The results turn out that writing on Wiki does take some effects in improving the efficiency of teaching English writing and enhancing learners’ writing proficiency. With this empirical research, the authors hope this study provide useful implications for the relevant educators and teaching researchers to find out a new mode for teaching collaborative English writing.
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This paper is fully supported by South China Normal University scientific research foundation for fostering junior teachers in social science (13SK04).
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Liu, X., Jiao, J., Chen, J. (2016). Writing Collaboratively Via WIKI: An English Teaching Study. In: Cheung, S., Kwok, Lf., Shang, J., Wang, A., Kwan, R. (eds) Blended Learning: Aligning Theory with Practices . ICBL 2016. Lecture Notes in Computer Science(), vol 9757. Springer, Cham. https://doi.org/10.1007/978-3-319-41165-1_2
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