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tolerant of students’ use of their first language (L1).
What one may wish to question is whether or not
there should be an insistence on an all-English
interaction at the expense of non-communication or
whether teachers should acknowledge students’
relevant contributions in L1 and then guide them in
gradually using more of the target language. After all,
aren’t words of praise like “ 勁 !” (meaning
“Brilliant!”) as quoted in Figure 11 more reinforcing
in the students’ L1? Shouldn’t concepts which may
be difficult to express, such as the idea of indenting
the paragraph from the first suggestion below, be
encouraged?
Figure 15: Sample fourteen.
All in all, the primary students who took part in
the study generally enjoyed using Google Sites,
experienced the linguistic, discourse-related and
motivational benefits of using the online platform to
practise their writing, evaluate their peers’ work and
learn from one another. What merits further and
more in-depth investigation is nonetheless individual
teachers’ management of the web-based
collaborative platform, their strategy use in
facilitating peer interaction, their approach to
feedback and their tolerance of the use of L1.
As Engstrom and Jewett (2005) assert, the
effectiveness of wiki application in learning and
teaching depends on “careful planning and training
of both students and instructors to familiarize them
with the technology”. A systematic approach
coupled with a pedagogically informed plan is of
vital importance to the successful integration of this
technology into the curriculum of any second or
foreign language.
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