1. Anna Bougia

2.  To discuss the benefits of using wikis in ESL
classroom
 To familiarize ESL instructors with the use of
wiki technology
 To present and practice a number of successful
examples of collaborative wiki activities
(vocabulary-writing)
 To motivate instructors to use the wiki platform
as an e-portfolio

5. Since 2000 wikis have been used as a source
of information and as a tool for collaborative
learning in the educational settings.
Teachers in all over the world use WIKIS
http://educationalwikis.wikispaces.com/Exampl
es+of+educational+wikis

10. Students
 To develop research projects (share links,
bibliography, resources)
 To write essays, reviews, articles
 To write reflections on the learning process
 To Interact with peers-teacher

11. Teachers
 To build a knowledge base
 To share reflections regarding teaching
practices, recourses
 To create an e-portofio
 On-line teacher training platform

13. Students' perceptions of Wiki-based collaborative
writing for learners of English as a foreign
language (2010), National Kaohsiung Normal
University, Taiwan
 86% preferred writing on wiki that in a word
document
 71.4% they were more aware of their language use
 73.5% considered Wiki helpful to work on ideas
and to plan the organization into outlines

14.  83.7% considered Wiki-mediated collaborative writing to be able to
enhance peer interaction.
 75.5% their writing ability was enhanced through member revising
records in history on wiki.
 Many participants reported that they learned vocabulary, spelling,
and phrases as well as sentence structure by reading the work of
others on the Wiki pages and learning from the writing produced by
their peers.

15. Wikis encourage interaction-active engagement.
(Alm, 2006; Franklin & Van Harmelen, 2007).

16. Wiki has potentials for motivating students
(Egbert, 2003; Fotos, 2004; Warschauer, 1996)

18. Lee (2012, University of New Hampshire)
revealed:
that collaborative engagement in wikis, peer
feedback and scaffolding
 Enhanced writing skills
 Changed students attitude towards writing
 Build confidence in writing

19. Mak and Coniam (2008,Secondary school,
Shatin Pui Ying College Hong Kong)
 students wrote more than what was required.
 sentences were more complex and creative
than usual.

20. Eola and Oskoz (2010,East Coast university)
 Collaborative writing improved written grammar as
well as the structure and the content of writing.
Castaneda & Cho (Ohio University, 2010)
 Wiki writing improved grammatical knowledge of
Spanish forms of: imperfet and preterite &
imperfect.

21.  Woo et al. (2011, Hong Kong, Primary School)
 Results showed that engagement in creative
problem solving and peer critique helped
students to use their critical thinking and
creative reasoning skills.

22. Arnold (2012)
Group members took responsibility for the text and
made formal revisions and content changes.
Kessler and Bikowski (2010)
80% of the students demonstrated autonomy as
collaborative learners by either adding new
information on the wiki project, either
deleting/elaborating information.

23.  Writing Activity
 Vocabulary Practice
 E-Portfolio

25. http://www.wikispaces.com/

26. Activity Title: Write a paragraph about a talented
person.
Level: Intermediate.
Learning Objective: To assist students developing
descriptive writing skills.
Language focus: vocabulary for success-talented
people).
Grammar Focus: Present Perfect.

27.  Introduction of the topic / setting the scene
 Upload to wiki pictures of famous talented
people and ask students which one do they
admire and why?
 Exposure to good samples of writing in keeping
with the lesson objectives (companion-
internet).
 Analysis of the sentence structures, vocabulary
and writing conventions contained in the
samples.

28.  Clarification of writing task.(remind students the parts of a
paragraph).
 Individual or group brainstorming.(use wiki forum to exchange
ideas about talent vs practice.
 Initiate a debate or ask students to participate in a survey:
 http://www.survs.com/app/9/wa/welcome?wosid=BcEcz44pJGs
zRW0fPGyecw
 Selection or rejection of ideas.
 Sorting and ordering of ideas.

29.  First draft.
 Discussions with other students and / or the
teacher. (invite teacher and your peers to
become members of your wiki page and ask for
feedback.
 Second and subsequent drafts. Go back to
history and revise your teacher’s and peers
edits

31. Innovators
Editors Debaters
Protectors Researchers

32. "Vocabulary is not a developmental skill or one
that can be seen as fully mastered. The
expansion and elaboration of vocabularies is
something that extends across a lifetime."
(Kamil & Hiebert, 2005)
Tools: QUIZLET, VISUWORDS FLASH STASH,
CONCORDANCER
 http://quizlet.com/
 http://flashcardstash.com/
 http://www.visuwords.com/
 http://www.natcorp.ox.ac.uk/index.xml

33.  Meaning
 Pronunciation
 Stress
 Spelling
 Word Family
 Register
 Grammatical Features
 Collocation

34.  http://www.wikispaces.com/

35.  http://aroundtheworldwithwikis.wikispaces.c
om/
 http://esu4vocabularystrategies.wikispaces.co
m/
 http://ictmagic.wikispaces.com/~Educational
+Magazines+%26+Blogs

39. Wikispaces
http://www.wikispaces.com/
Wikis on wetpaint
http://www.wetpaintcentral.com/news
Wikidot in education
http://www.wikidot.com/learnmore:education

40. “BE THE CHANGE YOU WISH TO
SEE IN THE WORLD”, GANDHI