This study investigates how wikis can promote EFL student writing by providing a real audience and authentic purposes for writing. The activity described in this paper is writing a narrative story on a wiki. Thirty-eight college students participated in this activity. During the activity the students constructed and negotiated meaning collaboratively. They posted a total of 153 versions and made 530 changes over four weeks. This study identifies the students' idiosyncratic writing and editing patterns that appeared on the wiki in the dimension of level, type, and purpose. The study employs both qualitative and quantitative data analysis for a more robust data analysis and triangulation of the data. The final product of the students' writing on the wiki exhibited that peer editing was effective in enhancing the quality of writing. While students viewed writing as a solitary and private activity in many EFL writing classrooms, the students in this study perceived writing as a social and communicative activity when engaged in the wiki writing activity.

• Sangmin Lee(Kyung Hee University)