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Experimenting with a Wiki-Based Collaborative Process Writing Pedagogy for Teaching and Learning of Chinese Writing Among Upper Primary School Students in China

Experimenting with a Wiki-Based Collaborative Process Writing Pedagogy for Teaching and Learning of Chinese Writing Among Upper Primary School Students in China


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About the Book

This dissertation, "Experimenting With a Wiki-based Collaborative Process Writing Pedagogy for Teaching and Learning of Chinese Writing Among Upper Primary School Students in China" by Xuanxi, Li, 李绚兮, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: This research mainly aims to design a Wiki-based Collaborative Process Writing Pedagogy (WCPWP) to help Mainland Chinese upper primary school students with their writing. A wiki-based learning environment (www.joyouswriting.com) named Joyous Writing Club (JWC) was designed and developed by the researcher using MediaWiki software. This study was conducted in a primary school in Shenzhen, Mainland China. This research applied Design-based Research (DBR) methodology, and included three iterative research phases which lasted for over one and a half years (three semesters). Through the cyclical process of design-based research, the design for WCPWP was modified and refined during the three phases. Quantitative and qualitative methods as well as methodological triangulation were used for data collection (Hussein, 2009). Instrumentations included online wiki documents (group writing); course feedback questionnaire; writing ability (composition) pre- and posttest; writing attitude pre- and posttest; observations; interviews; open-ended questions for teacher's questionnaire. At the beginning of the study, a rudimentary conceptual framework of WCPWP was put forward to guide the initial teaching and learning of writing in the first research phase. The WCPWP framework is proposed based on Constructivist Learning Theory (Piaget, 1967; Vygotsky, 1978; Hewett, 2009), and Social View of Writing Process Theory (Faigley, 1986; Tompkins, 2008). The initial design of WCPWP was guided by principles for exploring virtual collaborative writing (Hewett, Robidoux, & Remley, 2010) which provides a broad framework for the research design and links the general learning theory to the specific domain of learning in this study. Besides, the Systems Approach Model of Dick and Carey (1996) is used to support the instructional design in this study. Furthermore, the Alessi and Trollip's (2001) model for software design and development was used to design a wiki-based virtual learning environment. The first and second research phases involved the same Chinese language teacher participant and student participants in the same class. Both of the two phases mainly aimed to improve the design of WCPWP by investigating students' collaborative writing processes, students' and teacher's perceptions and attitudes towards WCPWP, the change on students' writing attitudes. The results in each phase showed both effective and ineffective aspects of WCPWP, which became the starting points of pedagogical (WCPWP) improvement in the next research phase. The third research phase mainly aimed to investigate the effects of improved WCPWP on students' personal writing ability and attitudes towards writing compared that of Traditional Individual Product-oriented Writing Pedagogy (TIPWP). Besides, students' writing process on wiki, students' and teacher's perception and attitudes towards WCPWP were also explored. Based on the results in this research phase, an elaborate conceptual framework of WCPWP was put forward. The results showed that the Chinese language teachers and most students had positive attitudes and perceptions towards WCPWP. They perceived that WCPWP had positive influence on improving students' writing ability, writing attitudes, collaboration, reading and oral expression. They were also interested in using WCPWP in their fut


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Product Details
  • ISBN-13: 9781361340929
  • Publisher: Open Dissertation Press
  • Publisher Imprint: Open Dissertation Press
  • Height: 279 mm
  • No of Pages: 280
  • Weight: 653 gr
  • ISBN-10: 1361340924
  • Publisher Date: 26 Jan 2017
  • Binding: Paperback
  • Language: English
  • Spine Width: 15 mm
  • Width: 216 mm


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