Wiki-based writing environments increase EFL writing achievement in content compared with traditional pen-and-paper process writing.¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The experimental group using wikis scored significantly higher than the control group on the content dimension of the writing post-test (p = .00). → Celik 2016
Evidence¶
Celik 2016¶
Celik, S.S. & Aydin, S. (2016). Wiki effect on English as a foreign language writing achievement. Global Journal of Foreign Language Teaching, 6(4), 218-227. https://eric.ed.gov/?id=ED573959
q3 · i? · causal · r2
Independent-samples comparison of post-test scores for 42 pre-service English teachers assigned to wiki-based or pen-and-paper conditions. The content post-test mean was 19.64 for the experimental group versus 17.09 for the control group, with a significant difference (p = .00).
"The values in Table 5 showed that mean score for content significantly differed for content, while no significant correlations were found for organization, discourse markers, vocabulary, sentence construction, mechanics and total scores."
Discussion¶
Related Claims¶
- Both wiki-based and traditional pen-and-paper process-based writing instruction improve EFL writing achievement across all measured subskills. — related
- Wiki-based instruction improved all four measured business writing aspects, most in form and least in mechanics — related
- Wiki-based instruction improved business writing more than traditional instruction among 60 second-year Business Administration EFL students at one Saudi university — a broader claim this one bears on
- Wiki-based instruction reduces writing anxiety of EFL business students relative to traditional instruction — related
- The experimental and control groups did not differ significantly in writing scores at pre-test, supporting attribution of post-test differences to the instructional methods — related
- Paper-and-pen peer comment activities significantly improve students' writing quality over a semester — related
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