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USING WIKIS TOENHANCE PRIMARY

STUDENTS MOTIVATIONTHROUGH A PROCESS

WRITING APPROACH

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CAN

increase motivation of 6thgrade students

HOW

the creation of awiki

a projectthe process

writing approach

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Motivation

Wiki

PBL

Process writing

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BEHAVIOR

direction

arousal

persistence

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Self-determination theory (STD)

(Ryan & Deci)

Socio-educational Model

(Gardner)

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motivation learning

GREEK 6thGRADE 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

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writing viewed as a product

superficial integration of ICT

& PBL

students extrinsically &

instrumentally motivated

highly regardEnglish

distrust instate schools

frontistiria

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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

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online platform for

collaborative work

no advanced technologicalknowledge

co-construction of writing

products

metafeatures allow for teacher

monitoring

open editing nature-ideal forprocess writing

ensure equal participation foster social interactions lead to learner autonomy familiarizes students with peer

assistance and reviewing enhances motivation of low

achievers

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Embark onproject

create theirown fairy

tales

Five wellknown

fairy tales

Processwriting

approach

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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

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Planning Implementation Evaluation

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PREPARATION

Teacher scaffolds

theme chart

story template

Student interactions

groups page

discussion forum

Student contributions

brainstorm ideas

set the framework of their

fairy tales

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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 isbased on collaborativeness

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PROCESS WRITING STAGES

Publishing fairy tales are published as

electronic books students vote on the best

fairy tale

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TEACHER ASSESSMENT STUDENT SELF-EVALUATION

structure

conventionalelements

coherence

FINALPRODUCT

peer editing

participation

collaboration

PROCESS

contribution

collaboration

peer editing

fairy talequality

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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

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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

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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