Author Description

This dissertation, "Collaborative Writing With Wikis in Upper Primary English Language Classrooms" by Matsuko, Woo, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Many studies have been conducted on the application of Web 2.0 technologies (e.g., wikis) in educational environments. These studies have dealt with topics such as exploring the potential of their use, what effect they might have on student learning, and how effectively they can be used with appropriate instructional practice. However, whether these findings conducted on the tertiary and high school levels are applicable to young learners of English as the second language (L2) in primary levels have yet to been examined. This study investigated how wiki''s key affordances might help in scaffolding students during collaborative writing projects among primary five and six students (n=119) in a Chinese primary school in Hong Kong, where English is taught as the L2. Three classes of students and their English subject teachers participated in a three-month English language writing programme using a wiki. Data was collected and analyzed from both non-wiki collaborative writing prior to a wiki intervention and the other from wiki supported collaborative writing after the intervention. Employing a mixed methods design, both quantitative and qualitative data were analyzed from student and teacher interviews, student and teacher questionnaires, and from activities recorded in the wiki system, including posted edits and comments and students'' group writings. To understand human activity in a complex classroom environment, activity theory was used as a