Abstract
In recent years, there has been a considerable growth in the usage of Web 2.0 technologies by a bigger user base, such as wikis, blogs, and podcasts. This tendency has resulted in significant breakthroughs in the field of English language instruction, particularly for students learning English as a foreign language. The major goal of this study was to determine the extent to which learners gain from a specific type of writing practice including peer-correction via wikis. According to the preliminary data, learners not only improve their writing skills, but also grow their social skills. This is accomplished by mutual support and coaching among students during the writing process, which results in an improvement in metacognitive methods and overall writing performance. The study concludes with a discussion of the implications of the results and provides recommendations for further research.
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