Teaching Writing with Wiki-Based Collaborative Writing Tasks in an EFL Context at Higher Education - Study

Oct 15, 2026

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This study explored university students’ attitudes towards wiki-based collaborative writing tasks and their perceptions of these tasks’ effects on writing development in an EFL context in Turkey. Forty university students participated in a five-week intervention using wiki-based collaborative writing. Learners collaborated with peers, negotiated decisions, provided and received feedback, and took responsibility. Data were collected through two questionnaires and semi-structured interviews, analyzed with descriptive and qualitative content methods.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Abstract

Introduction

Literature Review

Teaching writing with wiki-based collaborative writing tasks in an EFL context at higher education Zennure Elgün Gündüz1 Ardahan University, Turkey Email: [zennureeelgungunduz@ardahan.edu.tr](zennureeelgungunduz@ardahan.edu.tr) DOI: 10.35974/acuity.v8i1 .2807 Abstract This study explored university students’ attitudes towards wiki-based collaborative writing tasks and their perceptions of the effects of these tasks on their writing development in an EFL (English as a Foreign Language) context in Turkey. A total of 40 university students participated in wiki-based collaborative writing tasks. Wiki-based collaborative writing tasks enabled students to collaborate with their peers wherever or whenever they wanted, negotiate with each other, give and receive feedback, and take responsibility during the process of writing. Qualitative and quantitative data were collected during this 5-week intervention. This included two questionnaires and semi-structured interviews. Descriptive analysis and qualitative content analysis were used to analyse the data. The results indicate that the students considered wiki-based writing activities motivating, innovative and effective in their writing development in English. The research findings are discussed in terms of their implications for foreign language writing. Keywords: English as a Foreign Language (EFL) teaching, EFL writing, collaborative writing, wiki-based writing, web-based writing, mixed-method research INTRODUCTION Although writing is generally perceived as an activity conducted by a writer working individually to produce a text, its scope has been widened by the notion of collaborative writing (Storch, 2019) . Collaborative writing refers to “an activity where there is a shared and negotiated decision-making process and a shared responsibility for the production of a single text.” (Storch, 2013, p.3) . Research studies have suggested that collaborative writing has positive effects on student motivation (Kowal & Swain, 1994; Swain & Lapkin, 1998); knowledge of grammar and lexis (Swain & Lapkin, 1998); quality of writing (Storch, 2005); awareness of audience (Leki, 1993); content, organization and vocabulary use (Shehadeh, 2011); ownership of the writing process and product (Storch, 2005); and knowledge building (Donato, 2004) . In addition, collaborative writing process can enable learners improve their skills in guiding and supporting each other while writing (Hirvela, 1999) and use appropriate language while making meaning (Storch, 2013) . 1Corresponding Author: Zennure Elgün Gündüz, Çamlıçatak Campus, Faculty of Humanities and Letters, 2nd Floor, Department of English Language and Literature, Ardahan University, Ardahan, 75000, Turkey. Email: [zennureeelgungunduz@ardahan.edu.tr](zennureeelgungunduz@ardahan.edu.tr) Technological advancements, particularly the Web 2.0 tools, have led to developments in collaborative writing practices (Bikowski & Vithanage, 2016; Elola & Oskoz, 2010) . Tools such as wikis (Elola & Oskoz, 2010; Kessler & Bikowski, 2010), chats (Elola & Oskoz, 2010), blogs (Sun & Chang, 2012), and web-based word processing (Kessler et al., 2012) provide new opportunities for collaboration in L2 writing. These opportunities involve writing, reviewing, and editing a text anytime and anywhere (Kost, 2011) . These tools help learners work in collaboration and exert autonomy in the process of text production (Kessler & Bikowski, 2010), besides providing chances for negotiation (Storch, 2013), content development (Kessler, 2009), accuracy and organization (Hsu & Lo, 2018) . In addition, collaborative web-based tools enable teachers track learners’ collaborative writing processes and contribute to the production of the written text when necessary (Elola & Oskoz, 2010) . Literature Review Collaborative writing refers to “an activity where there is a shared and negotiated decisionmaking process and a shared responsibility for the production of a si

FAQs

What is the focus of this study on wiki-based collaborative writing tasks?

The study investigates university students’ attitudes and their perceptions of how wiki-based collaborative writing affects writing development in an EFL context in Turkey.

How many students participated and what was the intervention length?

A total of 40 university students participated in wiki-based collaborative writing tasks over a five-week intervention.

What data collection and analysis methods were used?

The research used two questionnaires and semi-structured interviews, with descriptive analysis and qualitative content analysis to analyze the collected data.

Oct 15, 2026

Uploaded by Đào