Interaction patterns, knowledge sharing, views and readiness in using Wiki and Skype in collaborative writing among ESL undergraduates in Malaysia
This study investigated the use of computer-mediated communication (CMC) tools, Wiki and Skype, for interaction and collaborative writing among ESL undergraduates in a Malaysian context. A substantial number of studies have emphasised the factors that support wikis as interaction tools in lang...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
2016
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/68867/1/FBMK%202016%2029%20-%20IR.pdf |
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| Summary: | This study investigated the use of computer-mediated communication (CMC) tools,
Wiki and Skype, for interaction and collaborative writing among ESL undergraduates in
a Malaysian context. A substantial number of studies have emphasised the factors that
support wikis as interaction tools in language learning, while some have overtly focused
on the use of wikis for group assignments. However, the use of Skype in tertiary setting
appears less explored in the literature. Thus, the study investigated how these
asynchronous (Wiki) and synchronous (Skype) systems facilitate collaborative writing
among ESL undergraduates. The theory of constructivism, social presence theory, and
writing theories were employed in this study. In order to contribute to knowledge and
understanding about students collaborative activities in a constructivist learning
environment, Wang’s Generic Model that covers the framework of pedagogy, social
interaction and technology aspects was used. The objectives of the study were to
examine the process using Wiki and Skype for collaborative writing and to evaluate the
products as a result of using the CMC tools.
The research design of this study is primarily qualitative. The quantitative responses
served as a supplement for enriching the qualitative part of the study; thus, a mixedmethod
research design is applied. This study examined the efficiency of Wiki and
Skype for two different collaborative writing tasks. Twenty-five ESL undergraduates
pursuing a degree in English Language at a public university in Malaysia participated in
the study. The students formed a group of four to five members to complete two
collaborative writing tasks using Wiki and Skype for discussion. The written
documents were evaluated using the ESL Composition Profile. Knowledge sharing,
usefulness and satisfaction questionnaires were administered following the completion of tasks, and a focus-group interview was conducted at the end of the semester with the
same participants. Text-conversations from Wiki and Skype were observed for
interaction patterns using the coding scheme for online interactions. Content analysis
and descriptive statistics were used to analyse the data.
The key findings of the study show the differences and similarities between Wiki and
Skype in the patterns of interaction, where students informed and gave suggestions.
The students had points that are more argumentative in the Wiki discussion forum.
Students were satisfied with the group tasks using Wiki and Skype, where Wiki
developed writing skills and Skype fostered social interaction. Social presence and
team leadership contributed significantly to knowledge sharing in students’
collaboration on Wiki and Skype. The study also shows that language proficiency and
technology skills determined student readiness to participate in online collaboration on
Wiki and Skype. The written products confirm that students had fulfilled the tasks
requirement and they had efficiently completed their collaborative writing through both
Wiki and Skype. This study suggests that the use of Wiki should be supplemented by
Skype to wholly enhance interaction in the collaborative writing process among ESL
undergraduates in a Malaysian context. |
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