Implementing wiki as a writing platform in a 10th grade EFL classroom

Abstract

This thesis aims to investigate how to use the online writing platform Wikispace in the English classroom and whether implementing wiki writing can have an effect on pupils’ motivation for writing and their writing skills. Technology is rapidly becoming a natural part of everyday life, and statistics show that pupils in lower secondary school use internet on a daily basis, it can therefore be argued that schools should take advantage of the possibilities that are available with technology and digital tools in order to make teaching more relevant and more in line with contemporary society. Use of technology and digital tools is included in the Norwegian national curriculum (LK06) as one of five basic skills that should be implemented in all subjects. Another basic skill is writing. This thesis combines the two skills, and presents and discusses a study where the online writing platform Wikispace was implemented in English teaching in a 10th grade classroom with the aim of examining whether it can have an effect on pupils’ motivation for English writing, as well as their English writing skills. The study was conducted over a five-month period with, in five research lessons. Three of these lessons consisted of writing on different topics using Wikispace. In order to collect data from all participants in the study and to increase the validity of the results, a variety of data collection methods were used. The pupils were asked to answer questionnaires before and after the study as well as write logs after each lesson. At the end of the research period four pupils were also selected for a short interview. In addition to this, the pupils’ regular English teacher was interviewed. Finally, the written material from the wiki was analysed to examine the pupils’ language as well as analysing how the pupils made use of the technological advantages available on the wiki. After conducting the study and examining the data collected there was not found any significant results supporting that writing on a wiki could affect pupils’ motivation for or level of writing. Reasons for this lack of findings could be that when conducting the study there were some challenges which resulted in less time spent working with the wiki than planned. However, based on similar research as well as some small indications found in the data material for this study, it could be suggested that a more positive result could be obtained if some changes were implemented in relation to time-aspect and choice of tasks.