Student-initiated attention to form in wiki-based collaborative writing.(Report): An article from: Language, Learning & Technology
Book Details
Author(s)Greg Kessler
ISBN / ASINB0026BXB0M
ISBN-13978B0026BXB02
AvailabilityAvailable for download now
MarketplaceUnited States 🇺🇸
Description
This digital document is an article from Language, Learning & Technology, published by University of Hawaii, National Foreign Language Resource Center on February 1, 2009. The length of the article is 8711 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available immediately after purchase. You can view it with any web browser.
From the author: This study reports on student initiated attention to form within the collaborative construction of a wiki among pre-service Non-Native Speaker (NNS) English teachers. Forty NNS pre-service teachers from a large Mexican university were observed over a period of a sixteen week semester in an online content-based course aimed at improving their language skills while studying about the cultures of the English-speaking world. A core element of the course was a wiki that was collaboratively created, developed, and revised throughout the course. Students were encouraged to focus on language accuracy while actively participating and interacting with their peers in varied ways. This article explores the degree to which these NNS EFL teacher candidates attempt to correct their own and others' grammar errors in a long-term collaborative task. The article also addresses the level of accuracy these participants achieve and the attention they pay to grammar revision versus content revision. Follow-up interviews with participants provided insight into the perception of the importance of grammar in the context of collaborative technologies among these NNS pre-service teachers.
Citation Details
Title: Student-initiated attention to form in wiki-based collaborative writing.(Report)
Author: Greg Kessler
Publication:Language, Learning & Technology (Magazine/Journal)
Date: February 1, 2009
Publisher: University of Hawaii, National Foreign Language Resource Center
Volume: 13 Issue: 1 Page: 79(17)
Article Type: Report
Distributed by Gale, a part of Cengage Learning
From the author: This study reports on student initiated attention to form within the collaborative construction of a wiki among pre-service Non-Native Speaker (NNS) English teachers. Forty NNS pre-service teachers from a large Mexican university were observed over a period of a sixteen week semester in an online content-based course aimed at improving their language skills while studying about the cultures of the English-speaking world. A core element of the course was a wiki that was collaboratively created, developed, and revised throughout the course. Students were encouraged to focus on language accuracy while actively participating and interacting with their peers in varied ways. This article explores the degree to which these NNS EFL teacher candidates attempt to correct their own and others' grammar errors in a long-term collaborative task. The article also addresses the level of accuracy these participants achieve and the attention they pay to grammar revision versus content revision. Follow-up interviews with participants provided insight into the perception of the importance of grammar in the context of collaborative technologies among these NNS pre-service teachers.
Citation Details
Title: Student-initiated attention to form in wiki-based collaborative writing.(Report)
Author: Greg Kessler
Publication:Language, Learning & Technology (Magazine/Journal)
Date: February 1, 2009
Publisher: University of Hawaii, National Foreign Language Resource Center
Volume: 13 Issue: 1 Page: 79(17)
Article Type: Report
Distributed by Gale, a part of Cengage Learning
