| dc.description.abstract | This study aimed to investigate the Wiki teacher’s role in a collaborative writing environment using a Web 2.0 tool, Wiki. Besides that, the Wiki teachers’ perception on using Wiki technology in their collaborative writing classes was sought after as well as the challenges that they faced through the five Wiki classes. The study took place in the CPS in the SQU. It was conducted by two EFL teachers who were a male and a female. Being an observer and an interviewer in a qualitative case study research, I utilised two main research instruments including observations and semi-structured interviews. The findings revealed that teachers had a positive attitude of using Wiki in a collaborative writing class. The findings also revealed that the Wiki teachers showed six main roles which were managerial roles, Wiki teacher as assessor, social roles, pedagogical roles, technical roles and psychological role. In their managerial roles, the Wiki teachers carried some preparations before the Wiki class. They included assigning students in groups and assigning group leaders for each group. The roles included also organizing the Wiki class work which included dividing the work among students’ and watching group leaders’ work. In their technical role, the Wiki teachers were to facilitate students work on Wiki, train students how to use Wiki, and use online materials to assist students’ work on Wiki. More interestingly, the study findings showed a technical cooperation between the Wiki teachers in which they exchanged their experience when teaching on Wiki. In their social role, the Wiki teachers were deducted through teacher to students’ interaction (T-S), which was observed throughout the Wiki five projects. Being an encouraging Wiki teacher, it led to student to student interaction, (S-S), to take place through students’ interaction on Wiki. Teacher’s presence encouraged (S-S) interaction which led also to other reasons that enhanced interaction between students (S-S). The Wiki teachers as assessors could be deducted as the Wiki teacher’s ability to let students comment and give feedback on each other’s work. It also focused on the Wiki teacher’s feedbacks, comments and rewards for students work in a Wiki environment. At the end of the Wiki classes, the Wiki teachers asked students to reflect upon the five Wiki lessons they did. In their pedagogical role the Wiki teachers were first and foremost teachers who would enable students to grasp pedagogical goals of learning on Wiki. Besides that, the Wiki teachers facilitated learning on Wiki for their students through pre and during Wiki classes. In pre-Wiki classes, the teachers made some pedagogical preparations which were used to prepare to the next Wiki classes and design course materials. Through during-Wiki classes, the Wiki teachers prepared pedagogical activates which differentiate between types of teaching and learning. In the psychological roles, the Wiki teachers showed personal motives, leading motives, mental motives and emotional motives when teaching collaborative writing using Wiki technology. Finally, the study investigated the challenges that a Wiki teacher faced in a Wiki environment. These challenges were linked to the students’ readiness to work on Wiki as well as some technical problems. There were some other challenges, caused by different factors. At the end of the study, my thesis recommends some further studies. They are to open new doors for new studies, based on the study findings. They are also to reflect on the limitations of the current study. | en_GB |
