Increasing Student Motivation and Engagement in the Peer Editing Process
through the Use of Wiki Technology
Cindy Kawahata
California State University, Sacramento
United States
cindykawahata@gmail.com
Chia-Jung Chung
California State University, Sacramento
United States
cchung@csus.edu
Abstract: The primary goal of this action research study was to explore the effect on student
motivation and engagement in the peer editing process through the use of wiki technology. Despite
the fact that children growing up in the 21st century are surrounded by computers, iPods and smart
phones, most curriculums are not designed to make use of the technologies available to classrooms
and educators. Most writing assignments are completed using paper and pencil, where student use
of technology is focused primarily on basic word processing to create a final product. This study
incorporated a mixed methods analysis of both quantitative and qualitative data gathered from pre
and post wiki treatment writing samples, surveys, and journal entries of 26 participants in a sixth
grade classroom. Results of the November 2012 study suggested that the implementation of wikis
in an elementary school classroom positively impacted student attitude toward the peer editing
process and led to improvement in written content and writing skills.
Introduction
Statement of the problem
The purpose of this study was to explore the impact of the use of wiki technology on student attitude
towards peer editing and determine if it is a more effective means of collaborative editing than traditional paper and
pencil style peer editing. Although few studies have been conducted in the United States, data from a research study
completed in a Chinese primary school found that wikis helped to engage students in collaborative problem solving
and peer critiquing (Chu, Ho, Ki, Woo, 2011). Analysis of data determined the impact implementation of wikis in
an elementary school classroom had on student attitude towards the peer editing process and if technology assisted
learning led to improvement in written content and writing skills.
Significance of Problem
Children growing up in the 21st century are digital natives surrounded by computers, iPods, smartphones,
and an expectation that there is an application (app) that can solve all of life's problems. Unfortunately, most
curriculums are not designed to make use of the technologies available to classrooms and educators. Most writing
assignments are completed using pencil and paper, where students use of technology is focused mainly on basic
word processing to create a final writing product. From the review of research, it appears that even when peer
editing is required, few American classrooms take advantage of technology to assist in collaborative editing.
California's Common Core Standards for English Language Arts addresses this by including the following writing
standard under the category of Production and Distribution of Writing. "With some guidance and support from
adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single
sitting." (2010) Wikis can be a valuable tool for combining the students desire to use technology and work
collaboratively with the production and publication of grade level appropriate writing.
Survey of Related Literature
Despite specific common core writing standards related to the implementation of technology, review of
literature revealed that few American classrooms take advantage of available tools and equipment to assist in
collaborative editing. Results of multiple studies in China, Europe, and Mexico show a positive correlation between
the use of technology and collaboration in writing and the motivation of students to actively participate. Research
from a study involving fifth graders in London determined that children are collaborative when learning with the
support of wikis and suggests that wikis are an effective tool in collaborative learning and sharing of knowledge
(Allsop, 2011). Another study from a fifth grade class in China stated that students had a positive perception of the
use of wikis for writing and expressed that it helped them to work better as a team and improved writing. In
addition wikis helped engage students in collaborative problem solving and peer critiquing (Chu, Ho, Li, & Woo,
2011). The literature also provided insight into the importance of designing structured, well designed coursework.
A study completed using data collected from a cohort of American students in their final year of undergraduate
studies found that the wiki had little impact on student engagement. The researchers did acknowledge that findings
may be due to the lack of structure and course design rather than a lack of curiosity or interest on students part
(Cole, 2009). This point was validated in a research study involving Spanish speaking students enrolled in a BA
program for English Language Teaching in Mexico. The results showed that students were willing to participate
and collaborate in the wiki environment, but didn't strive to be accurate in the editing of their own writing and that
of others. The author also suggested the need for more carefully designed and controlled experiments which would
assist in determining if it was the lack of teacher intervention or lack of familiarity that caused students to be
independently inaccurate in their editing (Kessler, 2009). More research is necessary in the United States exploring
the impact of the use of wiki technology in motivating students to work collaboratively on the production and
publication of grade level appropriate writing.
Methodology
Setting and Participants
This research study was conducted in a sixth grade classroom at a Title I school in Natomas, California. 26
students (N=26) between the ages of 10 and 13 participated in both traditional paper and pencil and wiki technology
methods of peer editing over a two month period of time. Due to lack of resources, student exposure to computers
and technology in the school environment was limited to a half hour weekly time period in the school computer lab.
In addition, only 50% of students had exposure to high speed internet and computers at home. These factors
provided additional challenges for the students, teacher, and researcher when attempting to work with new
technology in the classroom.
Data Collection and Analysis
A mixed methods approach was used to collect both qualitative and quantitative data. A phenomenological
design was used to collect baseline assessment measures of student attitudes towards the peer editing process prior
to the beginning of the study through initial surveys and journal writes. The class then participated in traditional
paper and pencil methods of peer editing with their classroom teacher and data was collected through journal writes.
A private classroom wiki space was created by the researcher prior to usage in class. The treatment was applied
consisting of peer editing through the use of the classroom wiki during scheduled weekly computer lab time.
Student feelings towards this collaborative process were gathered through journal writes and responses obtained
immediately after participating in the wiki editing environment. In addition, the researcher returned one more time
to collect data regarding student attitude toward traditional and technology assisted peer editing after having the
opportunity to experience both methods. Student numbers were used throughout the study instead of names to
maintain anonymity during the action research and analysis of the journals and surveys. A triangulation of data
collection methods were used to increase the validity and reliability of the results. Due to the limitation of a small
participant pool, the results of this study may not be generalizable to other classrooms or school sites.
Results
Analysis of student journal responses revealed that 96% of students preferred the use of wiki technology
over traditional paper and pencil methods of peer editing. The most common reasons for this choice were the
anonymity of discussions through an asynchronous environment, the ability to research online resources such as a
dictionary, encyclopedia, or thesaurus, and the ability to be able to type versus handwrite their corrections. As one
student stated, “I prefer a computer because if you are shy you are not face to face. I like computer because my
hand hurts and you can keep going”. 100% of students surveyed enjoyed the wiki peer editing process and would
want to participate in the process again in the future.
Table 1: Student Preferred Method of Peer Editing
100.00%
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Wiki Peer Editing
Paper/Pencil Editing
In addition, 54% of students felt that their peer editing was more effective through the use of technology
versus 4% that preferred traditional methods. Many students who believe wiki peer editing was more valuable were
students who did not enjoy discussing areas to improve upon with classmates in person. As student #28 stated, “I
think the computer is more effective because it helps me because I am shy and I don’t like face to face”. 42% of
students believed that both methods were equally effective in promoting improved communication and writing
proficiency. Students saw the improvement in their writing through both methods and recognized the strengths and
weaknesses of both strategies. Student #20 compared the effectiveness of the two processes by saying, “With paper
and pencil/face to face, I understand more because they tell me all the things and they can’t really tell me in
computers. I also liked the computer because I could see the corrections.” Analysis of data revealed that the use of
wiki technology in peer editing increased student motivation towards the collaborative writing process and led to
improvement in their written publications.
Table 2: Which method of peer editing do you feel was more effective?
100.00%
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Wiki Peer Editing
Paper/Pencil Editing
Both Equally Effective
Conclusions
The results of this study were consistent with the findings of similar studies completed in elementary
schools throughout the world. Wikis proved to be an effective tool for collaborative learning and sharing of
knowledge, especially with students who had more introverted personalities. Previous studies had shed light on the
importance of carefully designed coursework and structure when implementing technology into the classroom. This
study was created for the specific population of students and kept their familiarity with computers, the internet and
wiki spaces in mind. Results of this study determined that implementing technology into the writing process
through the use of structured and organized wiki lessons positively affected student perception of and motivation
towards the peer editing process.
References
Allsop, Y. (2009). Does collaboration occur when children are learning with the support of a wiki? The
Turkish Online Journal of Educational Technology, 10(4), 130-137.
California Department of Education. (2010). K-12 California's common core content standard for English
language arts. Retrieved from http://www.ced.ca.gov/ci/cc/
Cole, M. (2009). Using wiki technology to support student engagement: lessons from the trenches.
Computers & Education, 52, 141-146.
Chu, S., Ho, A., Li, X., & Woo, M. (2011). Using a wiki to scaffold primary-school students' collaborative
writing. Educational Technology & Society, 14(1), 43-54.
Kessler, G. (2009). Student-initiated attention to form in wiki-based collaborative writing. Language
Learning & Technology, 13(1), 79-95.