Wikis in EFL Writing Classes in Saudi Arabia: Identifying Instructors' Reflections on Merits, Demerits and Implementation

Autor/in	Al Khateeb, Ahmed A.
Titel	Wikis in EFL Writing Classes in Saudi Arabia: Identifying Instructors' Reflections on Merits, Demerits and Implementation
Quelle	In: Teaching English with Technology, 13 (2013) 4, S.3-22 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1642-1027
Schlagwörter	Foreign Countries; Second Language Instruction; English (Second Language); Teaching Methods; Instructional Innovation; Web Sites; Editing; Web 2.0 Technologies; Language Teachers; Teacher Attitudes; Educational Benefits; Curriculum Implementation; Collaborative Writing; Writing Improvement; Writing Skills; Writing Instruction; Qualitative Research; Semi Structured Interviews; English for Academic Purposes; Course Evaluation; Cooperative Learning; College Faculty; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Web-Design; Redaktion; Textbearbeitung; Language teacher; Sprachunterricht; Lehrerverhalten; Bildungsertrag; Writing skill; Schreibfertigkeit; Schreibunterricht; Qualitative Forschung; Kooperatives Lernen; Fakultät; Saudi-Arabien
Abstract	This paper presents the pre-and-post-reflections of English language instructors concerning the incorporation of a new pedagogy in English as foreign language (EFL) writing classes in the Kingdom of Saudi Arabia. This approach is to integrate and blend wiki-mediated writing into a different course plan, with tasks that fit with the normal syllabi used for teaching writing skills. The methodology took a qualitative approach, specifically by conducting semi-structured pre-and-post-interviews. The qualitative analysis focused on the most frequent themes which occur in both cohorts. The participants, who were faculty members in the chosen institution, gave their reflections after they were shown the processes, thoughts and outcomes produced by the participants who actually applied the course and relevant tasks. It is important to identify instructors' perspectives as this practice can be applied to enhance (novice) non-native learners of writing in English for academic purposes (EAP). Accordingly, this paper intends to shed light on three vital elements: merits, demerits and some principles for implementation. (As Provided).
Anmerkungen	IATEFL Poland Computer Special Interest Group / University of Nicosia / Maria Curie-Sklodowska University. Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site: http://tewtjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01