Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/14281
Title: 
A blended collaborative writing approach for Chinese L2 primary school students
Authors: 
Issue Date: 
2011
Citation: 
Wong, L. H., Chen, W., Chai, C. S., Chin, C. K., & Gao, P. (2011). A blended collaborative writing approach for Chinese L2 primary school students. Australasian Journal of Educational Technology, 27(7), 1208-1226.
Abstract: 
This paper outlines an adaptable collaborative writing approach employing a wiki to address the typical weaknesses of young Singaporean Chinese students learning Chinese as second language (L2) in Chinese writing. These students’ problems in
writing include limited and incorrect use of vocabulary, English-style grammar, badly
structured passages, and so on. The collaborative writing approach, V.S.P.O.W., can be
characterised as a recursive, bottom-up writing process that requires the students to
collaboratively carry out wiki-based “word/phrase pooling” (V), “sentence making” (S), “paragraph writing” (P), and “outlining” (O); and eventually individual essay writing (W). We analysed the potential learning effects of the writing process among Primary 4 (10-year-old) students - especially in addressing and leveraging students'
individual differences. Through teacher and student-initiated customisation of the original V.S.P.O.W. process, we hope to improve the students' micro-skills for writing. The results of the pilot study show that the target students' micro-skills for writing were significantly improved, which could be attributed to emerging peer coaching practices among them.
URI: 
ISSN: 
1449-5554
Other Identifiers: 
10.14742/ajet.913
Website: 
Appears in Collections:Journal Articles

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