沈嘉培
Assistant Professor Department of Applied Foreign Languages Tatung University, Taiwan
Email：cooper@ttu.edu.tw
呂欣玲
Assistant Professor Department of English Language and Literature Fu Jen Catholic University, Taiwan
Email：hsinlinlu@gmail.com
摘要
Wiki use may offer EFL instructors a helpful tool for inquiry-based language teaching and learning. The purpose of this study was to investigate the effects of wikis on the EFL learners’ inquiry-based learning process. Forty-nine EFL students at a Taiwanese university participated in the study. The Non-wiki group (n = 25) received traditional inquiry instruction and the Wiki group (n = 24) received wiki-mediated instruction during their inquiry-based learning process. Data were collected through surveys at the stages of presearch, formulation and completion of the inquiry activity. The instruments sought to measure differences in knowledge accumulation, specifically in relation to implicit knowledge and estimate of knowledge between Wiki and Non-wiki group, as well as the challenges students encountered during their inquiry process. The results revealed that the use of wikis can provide support to (a) help students go beyond information accumulation and regurgitation of facts and move toward generating more integrated and synthesized knowledge representations and (b) address the challenges of traditional inquiry-based learning including planning the task, organizing multiple resources, managing the inquiry process, and coordinating the final product. Findings suggest that wikis can constitute a dynamic forum that keeps students engaged in staging the sequences of structured inquiry process and improve ability to perform inquiry-based tasks in an efficient manner.
關鍵字：Wiki, inquiry-based learning, EFL, knowledge accumulation