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A blended collaborative writing approach for Chinese L2 primary school students
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. http://doi.org/10.14742/ajet.913
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.
Date Issued
2011
Publisher
Australasian Society for Computers in Learning in Tertiary Education
Journal
Australasian Journal of Educational Technology