The Effects of Wiki-Based Recursive Process Writing on Chinese Narrative Essay for Chinese as a Second Language (CSL) Students in Singapore


This paper reports on the effects of using wiki-based process writing in Singapore’s Chinese as a second language (CSL) scenarios. A group of 32 Secondary 1 (Seventh Grade) students ("Students") had been receiving various forms of online scaffolding at different steps of writing process over two years. A whole set of teaching materials on 45 writing skills was developed and uploaded to the Wiki platform through five recursive cycles. In each cycle, the Students were encouraged to apply skills they learned via Wiki platform to their writings and afterwards worked as a team in the platform to peer-review each other’s first draft. With comments and suggestions received from peer revision, Students proceeded to edit upon their first draft, focusing on the content of narratives and the appropriateness on their use of writing skills. The scaffolding decreased while the project progressed. Students’ pre-, mid- and post-writing tests were marked and compared. Artifacts produced by students of High, Mid and Low abilities were also analyzed. Analysis showed that all three ability groups made improvements to different extents, in terms of both content and expression through rounds of writing, being provided with more exposure to the target language input and output as well as more chances to apply the writing rubrics to assess both their own and their peers’ writings. ICT-mediated process writing has not garnered much attention in the field of CSL. The study hopes to contribute to the literature of ICT-mediated writing instruction in the field of CSL.

Author Information
Chee Kuen CHIN, Nanyang Technological University, Singapore
Cheng GONG, Nanyang Technological University, Singapore
Boon Pei TAY, Nanyang Technological University, Singapore

Paper Information
Conference: ECTC2014
Stream: Web-based Writing Education

This paper is part of the ECTC2014 Conference Proceedings (View)
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Posted by James Alexander Gordon