David Coniam

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David Coniam is an author.


Only those publications related to wikis are shown here.
Title Keyword(s) Published in Language DateThis property is a special property in this wiki. Abstract R C
Incorporating wikis into the teaching of English writing English as a second language
Writing skills in English
Collaborative learning
Hong Kong Teachers’ Centre Journal English 2008 Many teachers of English as a second language (ESL) have begun to perceive the place of collaborative writing in the teaching of writing. With the development of Internet-based resources such as blogs and forums, learners have begun to adapt to online writing and to use tools that supports such activity. Teachers are beginning to perceive the value of this and consequently such resources have begun to be incorporated into the teaching of ESL writing by getting students - as yet, mainly on an individual basis - to write e-mails, express their ideas on forums, and create web pages. An extension to these individual writing activities involves the incorporation of Internet resources into cooperative writing, where more than one learner produces a text jointly. The current study explores these issues in the use of wikis, and how wikis may be utilised in a group writing task. The paper describes a case study in a Hong Kong postsecondary institute where over the course of a month, groups of learners produced a report based on survey data they had collected. The outcome of the project was generally successful - in that groups produced more cogent documents than had previous groups who had worked in a pen-and-paper format. Nonetheless, a number of issues concerning the running of the project arose that need to be addressed for collaborative writing with wikis to be successfully implemented. While the study took place in a post-secondary institute, the use of wikis holds good across secondary level forms, with implications for their use at different levels discussed and elaborated. 10 1
Using wikis to enhance and develop writing skills among secondary school students in Hong Kong Authentic output
Collaborative authoring
Creative writing
System English 2008 This paper investigates authentic writing through the use of wikis by Year 7 ESL learners in a secondary school in Hong Kong. The wikis were used as a collaborative writing platform to produce - with minimal input and support from their teachers - wiki content that describes the different facilities and features of their school. Over a period of two months, as an integral part of their ESL homework, groups of students designed and put together, through a series of successive drafts, a description of their secondary school which they had joined from primary school a few months previously. After an initial overview of how wikis function in terms of editing and revision, the paper describes the process one group of learners went through. Samples are provided of the students' intermediate and final drafts, as well as snapshots of the amount and the types of writing produced at each stage. The students' final draft became a printed brochure of their 'new' school to be distributed to parents. In the light of this real 'outcome', the paper discusses the place of authentic writing, situated within the domains of creativity and task-based learning, in a school's ESL programme. © 2008 Elsevier Ltd. All rights reserved. 0 4