System 42 (2014) 383–390

Contents lists available at ScienceDirect

System
journal homepage: www.elsevier.com/locate/system

Using wikis to facilitate interaction and collaboration among

EFL learners: A social constructivist approach to language
teaching
Yu-Chun Wang*
Department of Applied Foreign Languages, National Kaohsiung University of Applied Sciences, 415 Chien Kung Road, Kaohsiung 807,
Taiwan

a r t i c l e i n f o a b s t r a c t

Article history: The interactive and collaborative nature of wikis offers opportunities for language learning
Received 2 September 2013 beyond traditional pedagogy. This study examined the use of wikis in an EFL writing
Received in revised form 28 November 2013 classroom. The aim was to explore the extent to which wikis can facilitate collaboration
Accepted 10 January 2014
and promote foreign language acquisition through a social constructivist perspective. The
instruments used in this study include two online questionnaires, interviews with
Keywords:
randomly selected participants and students’ reflections on using wikis for collaborative
Wikis
writing. Findings indicate that wikis increase the students’ motivation to learn English,
Computer-supported collaborative learning
(CSCL)
enhance their writing confidence and promote their initiatives for social constructivist
Social constructivism learning. Most of the students enjoyed performing group tasks in the wiki-meditated
Peer interaction environment because they found it to be engaging, challenging and interesting. The re-
Communicative competence sults also suggest that collaboration on a wiki in an EFL setting can contribute to both
language development and social interaction.
Ó 2014 Elsevier Ltd. All rights reserved.

1. Introduction

The rapid increase of digital media has afforded learners the opportunity to assimilate new technologies while exploring
diverse pedagogies in language learning. Over the last decade, web-based social networking platforms have been widely adopted
as collaborative tools for facilitating foreign language teaching. As a Web 2.0 technology, wikis enable users to create and edit
subject-specific knowledge collaboratively within a shared and openly accessible digital space (Wheeler, Yeomans, & Wheeler,
2008). This technologically-enhanced tool offers great potential to complement and improve online collaboration (Parker & Chao,
2007). Moreover, wikis can facilitate the interaction between learners (Cowan, Herring, Rich, & Wilkes, 2009). Students interact
with their peers to collaborate on their work, which provide them a chance to share knowledge, discuss new ideas, and reflect on
what they have learned. Vygotsky (1978) indicated that interactions promote learning. Meaningful interactions of the tasks in
wikis not only equip students with the essential language skills needed for effective communication, but they also provide
students with authentic learning contexts that a conventional classroom setting does not offer (Mark & Coniam, 2008).
According to social constructivists, learning occurs by means of peer interaction, student ownership of learning and
learning experiences that are authentic for students (Woo & Reeves, 2007). The current trend in EFL (English as a Foreign
Language) instruction advocates a social constructivist pedagogy that is preferential to the learners’ participation in joint

* Tel.: þ886 7 381 4526x3273.

E-mail address: willie_wang@cc.kuas.edu.tw.

0346-251X/$ – see front matter Ó 2014 Elsevier Ltd. All rights reserved.
http://dx.doi.org/10.1016/j.system.2014.01.007
384 Y.-C. Wang / System 42 (2014) 383–390

activity, rather than individual cognition of language learning (Firth & Wagner, 2007; Hampel, 2006). Learners are expected to
develop their communicative competence through social interaction. A wiki, due to its collaborative and interactive nature of
communication, provides a learning environment that is closely aligned with the social-constructivist approach (Su &
Beaumont, 2010). Thus, this study explores the extent to which a wiki can facilitate collaborative learning and aims to un-
derstand how the wiki promotes foreign language acquisition from a social constructivist perspective.

2. Review of the literature

2.1. Wikis as a tool for online collaboration

For decades, the use of computers and the Internet has played an increasingly important role in higher education.
Educational research has demonstrated that different methods of integrating the use of technology into classroom teaching
have different effects on learning. In many cases, learning may be enhanced via the use of a shared online platform for
discussion and collaboration. As a result of these changes in pedagogical practice, computer-supported collaborative learning
(CSCL) has emerged and has become an innovation used to improve teaching and learning. CSCL focuses on how collaborative
learning supported by technology can enhance peer interaction and work in groups, and how collaboration and technology
facilitate the sharing and distributing of knowledge and expertise among a group of learners (Lipponen, 2002). Wikis can be
used to facilitate CSCL, which was first noted in the early 1990s (Larusson & Alterman, 2009). Collaborative learning exercises
in a wiki enable students to discuss their writing with peers, receive feedback and revise their work prior to publishing the
final version (Li & Zhu, 2011; Lund, 2008). Students can use wikis to create a set of documents that reflect the shared
knowledge of the learning group.
Previous research results generally demonstrated that wikis are an excellent tool for online collaboration in an educational
context (Miyazoe & Anderson, 2010; Parker & Chao, 2007). For example, Richardson (2006) performed a study on wikis that
facilitate a collaboration environment, and found that wikis provided the participating students with opportunities to learn
how to work collaboratively, create knowledge and operate in a world that values group effort. These results showed that the
students learned from each other’s work and from the process of working on their group assignments because a wiki is an
open editing and collaborative writing environment.
To examine whether wikis enhance collaboration, Cowan et al. (2009) investigated the use of wikis to support group
project work in online undergraduate courses in business and education. Their findings suggested that wikis encouraged
individual and group responsibility. Wikis were found to be beneficial in helping students learn how to work in collaborative
groups and promoted critical thinking by involving the students in a creative brainstorming process. In addition, the teacher
and students could see the contributions and changes each student made, which facilitated the fair assessment of all group
members (Elgort, Smith, & Toland, 2008).
Social constructivism is a theory of learning that stresses the need for collaboration among learners (Woo & Reeves, 2007).
From this perspective, Su and Beaumont (2010) analyzed and evaluated essential aspects for the successful deployment of a
wiki in a higher education setting. The study aimed to explore whether a wiki project, which was structured using the
principles of social constructivism, could increase collaboration. The results suggested that a wiki could promote effective
collaborative learning and confidence in the formative self and peer assessment by facilitating rapid feedback, vicarious
learning through observing others’ contributions and easy navigation and tracking facilities.

2.2. Use of wikis in EFL contexts

The popularity of wikis has started to draw the attention of teachers and educators in second/foreign language teaching,
particularly for collaborative writing projects. A significant number of studies have been conducted to determine whether
students with opportunities to engage in a wiki-based community learned better than students taught with traditional
methods in EFL lessons (e.g., Li & Zhu, 2011; Lin, 2005; Wichadee, 2010). Most of these studies have documented a number of
favorable effects on the use of wikis in the EFL learning context including increased collaboration, peer interaction and
motivation to learn English.
For example, Chen (2008) examined the effectiveness of using wikis on improving EFL students’ language skills and their
attitudes towards learning English. The results showed that there was a statistically significant difference between the group
using and not using wikis. The group applying wikis achieved higher scores on the listening and reading tests. When
compared with the non-wiki group, the wiki group reported having a more favorable attitude towards cooperative learning,
the class, and improvements in their English ability. Moreover, the students agreed that wikis helped them to complete their
assignments. They felt comfortable in the wiki environment and enjoyed the challenge of this new learning experience.
Another study performed by Bubas, Kovacic, and Zlatovic (2007) investigated how a wiki was used to teach English for
specific purposes. They found that wikis helped to create an innovative learning environment where students were interested
and engaged in the learning process. This enriched environment resulted in an improvement in their language skills,
developed their vocabulary, and gave students the opportunity to learn from each other. Mackey (2007) asserted that this
type of learning cultivates online communities where students work together to accomplish group goals and objectives
related to course assignments. Each group member is able to make a contribution that benefits the entire group.
 Y.-C. Wang / System 42 (2014) 383–390 385

Other researchers have examined the nature of collaborative writing using wikis in second language settings. Mark and
Coniam (2008) investigated authentic writing through the use of wikis by secondary ESL students in Hong Kong. They
found that students produced more writing than anticipated and exhibited higher levels of motivation. Believing writing to be
a social interaction, Lin (2005) explored the benefits of using wikis to facilitate collaborative writing among 20 college-level
EFL students. Wikis were found to be beneficial in improving the students’ English awareness and writing skills as well as in
fostering peer learning. Elola and Oskoz (2010) also found that students who used wikis to write collaboratively in their target
language achieved higher quality writing compared to students who wrote individually.
Taken together, these studies suggested that the use of wikis in a foreign language classroom can enhance collaborative
writing and promote language production. Nevertheless, there is a need to further examine students’ perspectives regarding
the adoption of this open peer-review style of learning, and a need to explore the affordances of wikis in promoting social
constructivist models of pedagogy.

3. Methodology

3.1. Research questions

To explore the potential value of wikis for promoting foreign language acquisition via a social constructivist perspective,
the following questions were addressed:

1. What is the potential of wikis for EFL learning?

2. Does the collaborative learning environment afforded by wikis support the social constructivist pedagogies of language
teaching?
3. What are the students’ perspectives regarding learning English through wikis?

3.2. Context and participants

This study was conducted with a class of 42 students (20 males and 22 females aged between 18 and 19 years) from a
technical university in southern Taiwan in the second semester of 2012–2013. The participants were registered for the first year
English composition course. The course aimed to develop students’ skills in writing short compositions. The instructor was an
experienced teacher who has taught English at college level for more than 10 years. The study attempted to collect the students’
feelings and attitudes towards the use of wikis in the EFL writing lessons and to investigate the pedagogical value of wikis to
support foreign language learning via a social constructivist perspective. There were three collaborative writing tasks in total for
the students throughout the semester. The process approach to writing was used to write the essays because the editing
functions of wikis made them a practical tool for the students to practice drafting, revising and editing. The design of task 1 was
to familiarize the students with the stages of the writing process. The purpose of task 2 was to develop the students’ writing skills
through peer interaction and collaboration. After the students had gained fluency with the online learning process from the first
two tasks, task 3 provided an opportunity for the students to consolidate their skills in the use of wikis in EFL writing.

3.3. Instruments

The effects on students’ learning were determined using three instruments including two online survey questionnaires,
interviews with randomly selected participants and the students’ reflections on using wikis in EFL learning. The first ques-
tionnaire was designed to survey the students’ initial impressions and experiences of the wiki mainly focusing on questions of
feelings, access and their motivation to participate. The second questionnaire was designed to explore the effectiveness of
wikis in improving the students’ language skills towards an active collaboration with peers and social constructivist learning.
To explore students’ perceptions in more depth, two sets of semi-structured interviews were conducted in combination with
the questionnaires. The third instrument was a reflection on collaborative learning using wikis. All students were encouraged
to post their experience of working with their peers on their wiki pages at the end of the course.

3.4. Procedures

In this study, Wikispaces (wikispaces.com) was chosen as the forum platform because of its ease of use and rapid
deployment. Similar to other free wikis, Wikispaces is simple to incorporate into a course and offers a set of easy-to-learn
editing features. Students participating in this study had no experience of wikis other than Wikipedia. To familiarize the
students with the wiki, the wiki group was allowed short practice sessions with the researcher and instructor present to
explain the technology and answer questions. At the beginning of the study, the first online survey inquiring about the
students’ initial impression on the wiki was administered to all participants. For the first survey, 11 students provided their
consent to be interviewed and 6 of them were randomly selected to be interviewed after completing the first online ques-
tionnaire. During the treatment, the students were asked to collaborate on three written assignments using the wiki. They
386 Y.-C. Wang / System 42 (2014) 383–390

were allowed to form groups of 4–5 people. The students were also trained on how to participate in the five stages of writing
as outlined by Tompkins (2004): pre-writing, drafting, revising, editing, and publishing. Each group of students worked
together during all stages of the writing process. The instructor developed a list of essay topics to be given to the students. To
ensure the validity of these topics, two experienced teachers, who have previously taught students of the same level, were
consulted. They confirmed the validity of the essay topics for the study. The topic of each group essay is given below: 1.
Importance of technology for continuous improvement in education. 2. Ways to improve English learning in non-English
speaking countries. 3. Merits and demerits of e-learning. The researcher created a wiki page for each group and generated
a username and password for each student. The students could log in to share their ideas and edit their group work on their
own time outside the classroom. At the end of each writing task, the instructor provided feedback or suggestions for writing
improvement. The second online survey concerning the affordances of the wiki on students’ language improvement was
provided at the end of the research. Twelve students gave their consent to participate in the interview and six of them were
randomly selected to be interviewed after completing the second online questionnaire. The interview questions were based
on the students’ responses to the questions/statements for each set of survey questionnaires. The interviews were recorded,
transcribed and used to cross-reference with observations of the students’ interaction in the wiki. In addition, data on the
students’ reflections written after completing the three writing tasks was collected to obtain the students’ thoughts on
learning English composition using wikis.

4. Results

The first online survey questionnaire was designed to survey the participants’ initial impression and experiences of using
the wiki. The questionnaire consisted of 10 statements using a five-point Likert scale questionnaire (see Appendix A). The
survey asked the participants to express their views on collaborative writing through the wiki in three categories: (1) general
feelings, (2) ease of access, and (3) motivation and enjoyment. The first survey results in these categories are summarized in
Table 1. The results indicate that the participants’ initial learning experience using the wiki was positive ðX ¼ 4:09Þ.
Once the students accessed the wiki, 73% of the students had positive feelings towards this online collaborative learning
environment (see Fig. 1). Most of the interviewed students felt comfortable to interact with others using wikis and thought
this learning method was interesting and refreshing. They stated that:
“The environment provides a more relaxing and less stressful atmosphere than classrooms. What a learning
experience!”
“I feel comfortable using wikis. And, I really enjoy working with peers in the writing tasks. It helps improving my
confidence in using English.”
Concerning the technology, 69% of the students found that it was easy to learn and use wikis (see Fig. 2). Despite the
generally positive response, two technical issues were addressed during the interviews: text formatting and browser
compatibility. These problems may discourage the use of wikis as a collaborative platform. The following comments from
students illustrated some of these problems:
“We have run into some formatting problems. and we felt discouraged from using wikis as a collaborative platform
when these problems occurred.”
“I’ve experienced a browser compatibility issue when doing the task online. It was a disadvantage of using wikis!”
The students’ initial engagement with wikis appeared promising because 76% of the students confirmed that their
participation in the wiki improved their motivation to learn English (see Fig. 3). Most of the interviewed students stated that
they enjoyed the interactive nature of the wiki and appreciated the opportunities for collaboration with peers. For example:
“I enjoyed the online collaborative writing more than the traditional writing.”
“Working together with peers through wikis made language learning more fun and interesting!”
The students’ language learning development and perceptions of the wiki were revealed through the second online survey
questionnaire. This questionnaire consisted of 15 statements on a five-point Likert scale questionnaire. Out of the 15 state-
ments, 5 statements were about the participants’ feelings towards peer interaction and collaboration using wikis. Another 5
statements investigated the participants’ language improvement after using wikis as a language learning platform. The last 5

Table 1
Students’ initial impression and experiences of using the wiki.

Categories No. of statement Mean SD

General feelings 4 4.05 .68
Ease of access 3 3.99 .73
Motivation and enjoyment 3 4.23 .61

Overall 10 4.09 .67

 Y.-C. Wang / System 42 (2014) 383–390 387

Fig. 1. Students’ responses towards their initial feelings of using wikis in an EFL course.

statements addressed the participants’ perceptions and attitudes towards learning English using wikis, particularly the
collaborative learning environment and their experiences. Analysis of the second survey yielded positive results ðX ¼ 4:01Þ,
as indicated in Table 2.
The results obtained from the second survey can be summarized as follows: the students believed that the online
collaboration through wikis enabled them to interact with their peers and to engage in meaningful and authentic tasks. The
writing process also helped the students to review and revise their work and at the same time to be aware of their weaknesses
in the target language. Most of the students emphasized that the interaction and collaboration with their peers helped them
to improve their communicative competencies and interpersonal skills, and provided them with useful feedback. In addition,
they confirmed that using wikis helped them to cultivate a positive attitude toward online collaboration and to be more
confident with writing in English. Overall, they found that the wiki helped to facilitate group work and promoted their
initiatives for social constructivist learning.
Further exploration during the interviews revealed that the students’ collaboration with their peers helped them to use
English in a more realistic situation. They felt that the effective design of asynchronous communication provided flexibility
and encouraged accountability. Most of the students stated that the collaborative activities helped them to negotiate
meaning, practice authentic writing, and learn collaboration skills. The followings statements were typical comments from
the interviews:
“I’ve found that the collaboration with my group mates helps me to learn English in a more real context.”
“The engagement with peers to negotiate meaning effectively improves my skills for English communication.”
“Wikis provide opportunities for me to participate in meaningful interpersonal exchange which enhances my own
route to language learning.”
As for the reflection, all participants were asked to express their feelings towards learning English through wikis on their
wiki pages at the end of the research. It was found that 31 out of 42 participants agreed that wikis can facilitate the
collaborative learning process; they could communicate with the team members online more effectively, while 25 out of 42
participants said that they worked very hard with the team members to revise their writing; it took a lot of time to read and
reread the postings in order to add new information. 18 students answered that receiving and giving feedback and partici-
pating in discussion were the most significant features in terms of interaction and collaboration in this project. 7 students

Fig. 2. Students’ responses to the ease of using the wiki.

388 Y.-C. Wang / System 42 (2014) 383–390

Fig. 3. Students’ responses towards their motivation to learn English using wikis.

stated that internet connection was the cause of their late posting even though they wanted to help the group, but it was not
convenient to access the internet.

5. Discussion

From a language learning perspective, collaborative work is particularly interesting. It increases the students’ motivation
to learn from others and to write more carefully. Students engaging in the process of writing through the wiki not only revised
a co-constructed text but also discussed ideas. Through such discussions a greater awareness of English language usage
emerges. As indicated by Bubas et al. (2007), the active and innovative nature of wikis can capture the interest of students
thereby effectively engaging them in the learning process. This enhanced their motivation and engagement in the learning
process, which can result in an improvement in their language skills, such as writing. In addition, with the environment being
web-based, it facilitates the writing process, enabling the users to see any progression and development in their writing skills
by referring to the online record of their performances.
As far as social constructivist learning is concerned, the students believed that their communicative competencies have
improved through regular scaffolding and feedback. The editing and revision process of a wiki enabled the students to spot
mistakes and to correct them as a part of peer learning. Moreover, the peer review used in this study added to the benefits of
using the wiki in that the students became more aware of their weaknesses in the target language. Such peer assessment
plays a critical role in the overall improvements in writing ability. The results of this study indicate that peer responses
provided students with useful feedback. Most of the students agreed that they gained ability to communicate well in English
through peer interaction and expressed positive attitude toward the peer review.
Furthermore, the students perceived the wiki as a very effective tool to improve their foreign language and social inter-
action. They found that collaboration on a wiki helped them to learn English in a more real context and simultaneously
enhanced their collaboration and interpersonal skills. According to the students, wikis can provide an ideal space for them to

Table 2
Students’ language learning development and perceptions of the wiki.

Statement Mean S.D. Meaning

Interaction & Collaboration
1. I felt comfortable using wikis to collaborate with my peers. 4.10 0.59 Positive
2. Wiki tasks enabled me to engage in a meaningful interaction. 3.87 0.71 Positive
3. Wikis offered authentic and collaborative writing practices. 4.09 0.66 Positive
4. Collaboration on tasks helped to improve my social and interpersonal skills. 3.99 0.72 Positive
5. Peer-to-peer learning was highly motivated by the collaborative learning mode. 4.13 0.67 Positive
Language Learning & Development
6. Wikis provided a clear step-by-step revision and editing in the writing process. 3.87 0.74 Positive
7. I gained confidence in my writing skills through collaborative learning. 4.02 0.63 Positive
8. Feedback from my peers was helpful for correcting my work. 4.01 0.58 Positive
9. Peer responses helped me to become aware of my weaknesses in the target language. 3.96 0.70 Positive
10. I believed my writing skills and communicative competence in English have 4.12 0.61 Positive
improved after my experiences using the wiki.
Perceptions & Attitudes
11. Using wikis helped me to cultivate a positive attitude towards collaborative writing. 4.04 0.55 Positive
12. It was more effective to collaborate on written tasks via the wiki than via face-to-face. 3.85 0.66 Positive
13. Working together through wikis improved my motivation towards EFL learning. 4.02 0.74 Positive
14. I found that the wiki helped to promote my initiative for social constructivist learning. 4.13 0.68 Positive
15. My experience of using wikis in EFL writing lessons was positive. 4.00 0.54 Positive

Average 4.01 0.65 Positive

 Y.-C. Wang / System 42 (2014) 383–390 389

interact with each other, particularly for those who have very limited time to practice English outside of the classroom. These
results were consistent with those obtained from a study by Mark and Coniam (2008), which revealed that engaging EFL
learners in authentic social interactions not only exposed them to the target language but also provided them with oppor-
tunities to practice what they have learned in the classroom. Some students reported experiencing minor technical difficulties
when they began to work with the wiki. These problems were immediately resolved; however, they created some tension and
confusion during the initial stages.
Finally, results concerning reflection indicate that most of the students had a favorable learning experience. The students
showed an overall positive attitude towards this instruction medium. They enjoyed working in this learning environment
because they found it to be engaging, challenging and interesting. An interesting aspect that emerged was the development of
some students’ ability and willingness to offer and receive feedback. At the beginning, the students were reluctant to make
comments on their wiki pages; some were afraid of providing others with critical feedback. However, towards the end of the
project, the students demonstrated confidence in giving and receiving criticism yet constructive comments. There are some
potential confounding variables that could affect the students’ improvement, such as the inconvenience of using computer
and internet connection problems, might exist. Despite of these obstacles, the wiki has proven to be an effective tool in
facilitating collaboration, interaction and knowledge-sharing among EFL students.
A limitation of this study was the small sample size of university students in Southern Taiwan, and thus, these findings
may not be generalizable to other educational settings or to populations with different backgrounds. However, these results
provide insight on the potential of wikis to promote foreign language acquisition through collaborative learning tasks.

6. Conclusion

The findings obtained from this study indicate that exposure to authentic language input from the wiki in an EFL setting
can contribute to both language development and social interaction. Overall, the students believed that their writing skills
and communicative competencies in English have improved through interaction, knowledge-sharing, and most importantly,
peer-to-peer learning. Collaboration on a wiki provides students with the opportunity to acquire the language skills in an
engaging and creative way. Future research using comparable writing tests before and after the wiki project would strengthen
the findings described here. Nevertheless, the results support the idea that the unique characteristics of wikis make them a
notably effective tool in support of social constructivist pedagogies of language teaching. Learning how to teach and facili-
tating EFL learning using a wiki will be a critical task for many EFL teachers in the future.

Appendix A. Questionnaire 1

Please indicate how true each statement is for you by making a choice between “strongly agree”, “agree”, “neutral”,
“disagree” or “strongly disagree”.

General feelings

1. I feel comfortable using wikis to interact with others.

2. I feel relaxed and free in the wiki-meditated environment.
3. The collaborative learning platform is interesting and fresh.
4. I enjoy performing group writing tasks online.

Ease of access

5. Wikis are simple to set up.

6. Wikis are user friendly and easy-to-use.
7. It is easy to learn and work with wikis.

Motivation and enjoyment

8. Using wikis improves my motivation to learn English.

9. I enjoy working with peers on the writing tasks.
10. I feel encouraged to provide ideas and feedback via the wiki.

References

Bubas, G., Kovacic, A., & Zlatovic, M. (2007). Evaluation of activity with a wiki system in teaching English as a second language. In Proceedings of the in-
ternational conference ICT for language learning, Florence, Italy (pp. 20–21).
Chen, Y. (2008). The effect of applying wikis in an English as a Foreign Language (EFL) class in Taiwan (Doctoral dissertation). Florida: University of Central
Florida.
Cowan, W., Herring, S. D., Rich, L. L., & Wilkes, W. (2009). Collaborate, engage, and interact in online learning, successes with wikis and synchronous virtual
classrooms at Athens State University. In The 14th annual instructional technology conference, Murfreesboro, TN.
Elgort, I., Smith, A. G., & Toland, J. (2008). Is wiki an effective platform for group coursework? Australasian Journal of Educational Technology, 24(2), 195–210.
390 Y.-C. Wang / System 42 (2014) 383–390

Elola, I., & Oskoz, A. (2010). Collaborative writing: fostering foreign language and writing conventions development. Language Learning and Technology, 14(3),
51–71.
Firth, A., & Wagner, J. (2007). Second/foreign language learning as a social accomplishment: elaborations on a reconceptualized SLA. The Modern Language
Journal, 91, 800–819.
Hampel, R. (2006). Rethinking task design for the digital age: a framework for language teaching and learning in a synchronous online environment. ReCall,
18(1), 105–121.
Larusson, J., & Alterman, R. (2009). Wikis to support the “collaborative” part of collaborative learning. International Journal of Computer-Supported
Collaborative Learning, 4(4), 371–402.
Li, M., & Zhu, W. (2011). Patterns of computer-meditated interaction in small writing groups using wikis. Computer Assisted Language Learning, 26(1), 61–82.
Lin, H. P. (2005). Online collaborative writing with wiki technology: a pilot study. In 2005 international conference on e-learning (Vol. 30).
Lipponen, L. (2002). Exploring foundations for computer-supported collaborative learning. In G. Stah (Ed.), Proceedings of the computer-supported collab-
orative learning 2002 conferenceComputer support for collaborative learning: Foundations for a CSCL community (pp. 72–81). Hillsdale, NJ: Erlbaum.
Lund, A. (2008). Wikis: a collective approach to language production. ReCall, 20(1), 35–54.
Mackey, T. P. (2007). The social informatics of blog and wiki communities: authoring communities of practice (CoPs). In Proceedings of Canadian association
for information science. Montreal, Canada (pp. 1–14).
Mark, B., & Coniam, D. (2008). Using wikis to enhance and develop writing skills among secondary school students in Hong Kong. System, 36(3), 437–455.
Miyazoe, T., & Anderson, T. (2010). Learning outcomes and students’ perceptions of online writing: simultaneous implementation of a forum, blog, and wiki
in an EFL blended learning setting. System, 38(2), 185–199.
Parker, K. R., & Chao, J. T. (2007). Wiki as a teaching tool. Interdisciplinary Journal of Knowledge and Learning Objects, 3, 57–72.
Richardson, W. (2006). Blogs, wikis podcasts and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin press.
Su, F., & Beaumont, C. (2010). Evaluating the use of a wiki for collaborative learning. Innovations in Education and Teaching International, 47(4), 417–431.
Tompkins, G. E. (2004). Teaching writing: Balancing and process product (4th ed.). Upper Saddle River, NJ: Prentice Hall.
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Wheeler, S., Yeomans, P., & Wheeler, D. (2008). The good, the bad and the wiki: evaluating student-generated content for collaborative learning. British
Journal of Educational Technology, 39(6), 987–995.
Wichadee, S. (2010). Using wikis to develop summary writing abilities of students in an EFL class. Journal of College Teaching and Learning, 7(12), 5–10.
Woo, Y., & Reeves, T. C. (2007). Meaningful interaction in web-based learning: a social constructivist interpretation. Internet and Higher Education, 10, 15–25.