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Interactive Learning Between Chinese Students Learning English and English Students Leaning Chinese on the Platform of Wiki

Interactive Learning Between Chinese Students Learning English and English Students Leaning Chinese on the Platform of Wiki

Dongshuo Wang, Bin Zou, Minjie Xing
Copyright: © 2011 |Volume: 1 |Issue: 3 |Pages: 16
ISSN: 2155-7098|EISSN: 2155-7101|EISBN13: 9781613506134|DOI: 10.4018/ijcallt.2011070105
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MLA

Wang, Dongshuo, et al. "Interactive Learning Between Chinese Students Learning English and English Students Leaning Chinese on the Platform of Wiki." IJCALLT vol.1, no.3 2011: pp.1-16. http://doi.org/10.4018/ijcallt.2011070105

APA

Wang, D., Zou, B., & Xing, M. (2011). Interactive Learning Between Chinese Students Learning English and English Students Leaning Chinese on the Platform of Wiki. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 1(3), 1-16. http://doi.org/10.4018/ijcallt.2011070105

Chicago

Wang, Dongshuo, Bin Zou, and Minjie Xing. "Interactive Learning Between Chinese Students Learning English and English Students Leaning Chinese on the Platform of Wiki," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 1, no.3: 1-16. http://doi.org/10.4018/ijcallt.2011070105

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Abstract

This research investigates the interaction between English students learning Chinese in the UK and Chinese students learning English in China via a wiki platform. Activity theory and legitimate peripheral participation theory were employed as a theoretical framework; wiki was embedded as an interactive learning tool. The findings revealed that Chinese native speakers assisted English students learning Chinese as foreign language (CFL) by means of reorganizing word orders and restructuring sentence patterns. The usages of clarification and elaboration were more frequent than the usages of added and deleted information. Both CFL and English as foreign language (EFL) students interacted with each other in attending to language forms through the essay correction and revision process, and the interaction consequently enhanced their target language learning. The study suggests that wiki provides a dynamic platform, which encourages further integration into the syllabus to support foreign language learning.