USING WIKIS TO

ENHANCE PRIMARY
STUDENTS MOTIVATION
THROUGH A PROCESS
WRITING APPROACH
CAN
increase motivation of 6
th
grade students
HOW
the creation of a
wiki
a project
the process
writing approach
Motivation
Wiki
PBL
Process writing

BEHAVIOR
direction
arousal
persistence
Self-determination theory (STD)
(Ryan & Deci)
Socio-educational Model
(Gardner)
motivation learning
GREEK 6
th
GRADE PRIMARY STUDENTS
Level & type of motivation.
Writing component of coursebook.
ICT integration.
Teaching practices.



CURRICULAR
FRAMEWORK
Curriculum
Syllabus
OTHER
STUDIES
Greek context
NEEDS
ANALYSIS
Questionnaire
writing viewed as a product
superficial integration of ICT
& PBL
students extrinsically &
instrumentally motivated


highly regard
English
distrust in
state schools
frontistiria
TEACHING CONTEXT
1) Students negatively
predisposed towards

2) Students like projects although


3) Students have advanced
computer skills.
English lesson
the coursebook
writing skill
they rarely use computers
they seldom engage in peer
correction/group work
online platform for
collaborative work
no advanced technological
knowledge
co-construction of writing
products
metafeatures allow for teacher
monitoring



open editing nature-ideal for
process writing
ensure equal participation
foster social interactions
lead to learner autonomy
familiarizes students with peer
assistance and reviewing
enhances motivation of low
achievers




Embark on
project
create their
own fairy
tales
Five well
known
fairy tales
Process
writing
approach

familiarize students with process writing
acquaint them with fairy tales structural features
engage in group work
practice peer review
enhance their autonomy
ensure their participation

Planning Implementation Evaluation
PREPARATION
Teacher scaffolds
theme chart
story template
Student interactions
groups page
discussion forum


Student contributions
brainstorm ideas
set the framework of their
fairy tales
PROCESS WRITING STAGES
Drafting
fluency is prioritized
negotiation of ideas
enhances interpersonal skills



Revising & Editing
accuracy is prioritized
corrections done exclusively
by students
peer feedback is not
judgmental
end product polishing is
based on collaborativeness

PROCESS WRITING STAGES
Publishing
fairy tales are published as
electronic books
students vote on the best
fairy tale
TEACHER ASSESSMENT STUDENT SELF-EVALUATION
structure
conventional
elements
coherence
FINAL
PRODUCT
peer editing
participation
collaboration
PROCESS
contribution
collaboration
peer editing
fairy tale
quality
Wiki project has not been implemented
reliability issue with research methodology
technical problems
students unaccustomed to collaborative online learning
student over-reliance on teacher centered teaching
student skepticism about instructional innovations

BEFORE
needs analysis
project tailored to students
needs, interests, level

AFTER
research tools in order to
measure motivation



FURTHER RESEARCH
INVESTIGATE
different learning styles
exploit a wide range of
writing genres
investigate the interactional
patterns/strategies
employed in wikis


Minor editing oversights

QUESTIONNAIRE

2.4.3 Research findings

2.5 Teaching implications

3.4 Wikis and motivation

4.4 Evaluating the Wiki project

4.5 Limitations of the study