Computer-supported Writing: A Comparison of Wiki and Daedalus

Abstract

This study compared the effects of two different computer writing tools (Daedalus and Wiki) on students’ writing proficiency and their learning attitudes. The participants in the study were 26 college students in two Multimedia English courses. They were asked to complete a writing test and attitude questionnaire twice, in Week 2 and Week 8. Between the two tests, the students in one class performed writing tasks using Wiki,whereas the students in the other class performed the same tasks with Daedalus. The findings from the data analysis indicated that both Wiki and Daedalus were more valuable for collaborative writing than for individual writing. The differences in the writing tools did not have differential effects on the students’ writing proficiency or writing apprehension. Student responses to the questionnaires showed that the students found the two tools useful. This may be partially because the tools help to alleviate affective pressures writers often feel when writing. The accessibility to those tools makes feedback exchange and revision efficient. This leads writers to readily improve their writing. The prospects of a better outcome can prompt and thus motivate students to engage more in their writing process. We argue that Daedalus and Wiki can be successfully incorporated into collaborative tasks in writing classrooms.