Collaborative Output Processing in Web-based English Language Learning Scenarios

Abstract

This thesis focuses on proving the potential of web-based collaborative output processing for the development of communication with a focus on form in second language learning. A comparison between teachers’ and learners’ perception of current and ideal second language learning and teaching practices with modern Second Language Acquisition views suggests cross-cultural collaborative writing experiences in the wiki space can be highly meaningful, in particular when integrated in blended language learning scenarios, because they facilitate authentication, collaboration and autonomy. Case study evidence is provided in favour of the potential of peer review helped by a meta-space that facilitates languaging and pushes output, and consequently higher-level critical thinking mirrored in successful revisions and concrete learning outcomes.