The focus of this study was to examine the relationship of synchronous and asynchronous wiki technology to students’ reading and writing achievement in Chinese among high school students who learn Chinese as a foreign language in South Texas. 6 subjects who enrolled in a first-year Chinese program participated in the study. The first group of 3 subjects used wiki technology synchronously and then asynchronously while the second group used wiki technology in the reverse order. The study employed single-subject alternating-treatments design to know if either of synchronous and asynchronous wiki technology is having effect upon Chinese reading and writing performance. Scores for the study were collected by using a test that determines Chinese language proficiency. Visual analysis was chosen to present the data on the graph and help describe the changes that occur or do not occur with the subjects. The findings indicated that there were different relationships of two wiki technologies to Chinese reading and writing scores. Results also suggested that asynchronous wiki communication had a greater impact on scores than synchronous wiki. The study added a better understanding of the interweaving relationship between wiki tools, communicative opportunities, psychological needs, and language performances to the existing research literature and provided insights into how language educators can design their curriculum or create interventions using new technology to improve learning outcomes.
January 22, 2016
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