Although wikis have been used successfully in collaborative learning in higher education, there is a lack of research investigating wikis in business module assessment tasks. Little research to date has been conducted on how wikis formatively develop international English as a second language (ESL) in business students' academic discourse. In this case study, students' use of a wiki in an assessment task in the Intermediate Financial Reporting (IFR) module is examined.

Empirical research studies of finance have investigated students' performance in Principles of Finance courses and the effect of class attendance on students' performance. Similarly, accounting research has been directed at readability of accounting narratives and lexical choices. However, no published study has explored and analysed the multimodal literacy and numeracy social practices of international students in a core business module, and within a multidimensional research framework.

The purpose of this ethnographic case study is to document multimodal literacy and numeracy practices of seven Saudi postgraduate students enrolled in the Master of Commerce Accounting program at the University of Adelaide, Australia. Specifically, it aims to investigate the interrelated dimensions of multimodal texts, literacy and numeracy practices, and contexts.