engleski

The effect of implementing web 2.0 tools on the development of grammar competence in a hybrid English as a foreign language setting

Although the effects of the integration of web 2.0 tools for the development of writing skills in teaching English as a foreign language (EFL) have been documented in literature, an integrated use of wikis and other asynchronous web 2.0 tools for the improvement of grammar competence in a hybrid EFL setting remains fairly unexplored. In this paper we present the results of an experimental study conducted among first-year undergraduate students engaged in collaborative form-focused activities in a hybrid EFL course. In these collaborative online activities students’ written language production in a wiki was accompanied by multimedia artefacts representing particular EFL grammar concepts which students created using web 2.0 tools. The described activities represent an innovative fusion of elements from EFL pedagogy, computer-assisted language learning (CALL) and multiliteracies education. This paper investigated the potential of implementing various web 2.0 tools for the development of students’ grammar skills in a tertiary English as a Foreign Language course. Since the data analysis of grammar competence tests did not yield a significant statistical difference between the grammar competence level measured after the completion of the online grammar activities in the experimental and the control group, it can be concluded that the use of a wiki and other web 2.0 tools in performing online grammar activities in a hybrid course did not have a noticeably greater impact on grammar competence development in terms of the acquisition of the specific grammar structures selected for this study and in comparison to the use of a more traditional technology (e.g. MS Word) for the completion of an equivalent learning task.

web 2.0, wiki, form-focused approach, grammar, English as a foreign language, experimental study

Objava cjelovitog teksta rada predviđena je u časopisu "European Journal of Higher Education IT", http://www.eunis.org/erai/