An empirical exploration of using Wiki in an English as a second language course

In this paper, we present an empirical study of using a new and cost-effective Web-based collaboration software, Wiki, in a freshman-level English as a second language (ESL) course. This paper explores and observes the scenario: what if the Wiki tool were to be used in an English as a second language course in Taiwan? Students who attended this study practiced English writing on a Wiki Web site. The data about their usage and learning achievements was collected and analyzed. Our finding of a significant, but inverse, relation between students\´ editing usage and academic performance challenges some idealistic hypotheses that Wiki technology is "naturally beneficial" to learning. We believe that building an instructive or constructive instructional model with Wiki in a rigorous manner requires more empirical evidence. This study provides fresh evidence that will hopefully serve as an impetus to fill that gap.