Exploring the impact of wiki-mediated collaborative writing on EFL students' writing performance, writing self-regulation, and writing self-efficacy: a mixed methods study

This study adopted a sequential explanatory mixed-methods approach and followed the Vygotskian social-constructivist theory of learning to explore the impact of wiki-mediated collaborative writing on English as a foreign language (EFL) students' writing performance, writing self-regulation, and...

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Bibliographic Details
Published in:	Computer assisted language learning 2022-12, Vol.35 (9), p.2627-2674
Main Authors:	Rahimi, Masoud, Fathi, Jalil
Format:	Article
Language:	English
Subjects:	Academic achievement Analysis Collaboration Collaborative Writing College Students Control Groups Cooperative learning Data Data analysis Declaration of Independence-US Editing Effectiveness EFL students English as a second language English as a second language instruction English language English Language Learners Foreign Countries Foreign languages Grammar lexicon relationship Groups Language usage Learning outcomes Learning Theories Learning theory Mixed methods research Peer Relationship Qualitative analysis Qualitative research Quantitative analysis Regulation Second language learning theories Second language writing Second language writing instruction Self control Self Efficacy Self Management Self regulation Student Attitudes Students Teaching Web 2.0 Technologies Web Sites Wiki-mediated collaborative writing Writing Writing Achievement Writing instruction writing performance writing self-efficacy writing self-regulation Writing Skills
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