An Investigation of the Use of Wikis in English Language Learning

Zou, Bin; Xiang, Catherine Hua; Jeaco, Stephen

doi:10.1515/cjal-2012-0008

Cited by 7 publications

(3 citation statements)

References 17 publications

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“…Example s of Web 2.0 applications used in education include blogs, podcasts, tags, iBooks, Wikis, YouTube, Teacher Tube, Facebook, MySpace, Flicker and Twitter. A number of studies were conducted to investigate the use of Web 2.0 applications in different teaching contexts (Albarbari, 2016; Balcikanli, 2012; Batsila et al , 2015; Dang and Robertson, 2010; Duffy and Bruns, 2006; Garofalakis, Lagiou and Plessas, 2013; Joseph, 2013; Light and Polin, 2010; Raymond, 2010; Shih, 2011; Thomson, 2007; Vurdien, 2013; Wetzel, 2009; Zhang, 2010; Zou et al , 2012).…”

Section: The Use Of Web 20 In Educationmentioning

confidence: 99%

“…Zou et al (2012) studied using Web 2.0 tools in learning language among 291 students. They found that Web 2.0 tools such as blogs, social networking, Wikis and Podcasts provide opportunities for students to discuss language learning materials through online resources and offer opportunities to communicate with people at large distances through the internet.…”

Section: The Use Of Web 20 In Educationmentioning

confidence: 99%

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K-12 teachers’ perceptions of Web 2.0 applications in the United Arab Emirates?

Almekhlafi

Abulibdeh

2018

ITSE

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Purpose This paper aims to investigate 152 pre-service and in-service school teachers’ perceptions toward Web 2.0 applications and their usage in the United Arab Emirates (UAE). A five-point Likert scale questionnaire was used. The data were analyzed quantitatively using descriptive statistics and independent sample t-tests. The descriptive statistics were used to identify teachers’ perceptions toward Web 2.0 applications and their usage. The t-test was used to investigate the differences in perceptions between groups due to gender, and experience using computers and the Internet. The results showed that teachers have high perception toward Web 2.0 tools and services, but the extent to which they use Web 2.0 applications is somehow moderate. Moreover, no statistically significant differences in perception toward Web 2.0 were detected due to gender or experience using computers and the internet. Recommendations and suggestions for improving Web 2.0 integration into teaching and learning are proposed. Design/methodology/approach This study adopted the quantitative research approach using a questionnaire for data collection. The questionnaire was designed to investigate teachers’ perceptions of using Web 2.0 applications as a method for teaching and learning purposes. Findings The results showed high self-perception of teachers toward Web 2.0 and their use for improving students’ performance, which can be attributed to their awareness of Web 2.0 importance and benefit in education. On the other hand, results indicated a low use of most of Web 2.0 tools such as microblogging, audio file sharing, photo sharing and content developing. Again, these findings can be attributed to the lack of professional training on using Web 2.0. In addition, the results did not show significant differences between male and female teachers in using Web 2.0 applications with the exception of two items. Neither did the results show any significant differences between teachers who are beginners in using computers and the internet and teachers who are advanced. This could be because beginner users of computers and the internet have the same motivation as the advances users pertaining to teaching. Originality/value There must be an extensive training for teachers on how to use Web 2.0 tools to enhance their teaching. Infrastructure for the internet should be available so that teachers can use Web 2.0 without worrying about the technology infrastructure at their schools. More research studies should be conducted regarding the use of Web 2.0 by teachers and students alike. A qualitative and quantitative method of data collection should be used when investigating different aspects of Web 2.0. A comparison between K-12 teachers and higher education faculty members should be conducted pertaining to the use of Web 2.0 for education. A comparison study between pre-service and in-service teachers should be conducted to investigate Web 2.0 tools for educational and personal purposes.

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Section: The Use Of Web 20 In Educationmentioning

confidence: 99%

Section: The Use Of Web 20 In Educationmentioning

confidence: 99%

K-12 teachers’ perceptions of Web 2.0 applications in the United Arab Emirates?

Almekhlafi

Abulibdeh

2018

ITSE

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“…2; 2010). Moreover, wikis provided authentic interaction between university students across countries (Zou et al, 2012).…”

Section: Interaction On Wikismentioning

confidence: 99%

Group Participation and Interaction in ESL Wiki Collaborative Writing among Malaysian Gifted Students

Kwan¹,

Yunus²

2014

ASS

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In the Malaysian Education Ministry's Education Transformation 2013-2025, there is an emphasis on English language proficiency, collaborative practices and ICT, and concern for the educational needs of gifted students. The study aimed to align with the Ministry's initiatives by exploring the use of wikis in ESL collaborative writing among gifted students, particularly group participation and interaction. The mixed-method case study employed questionnaires, online interviews and observations to collect data from 74 Form 4 gifted students from PERMATApintar National Gifted Centre, UKM. The study found that group participation and collaboration was not ideal, but students gained from interactions with others on the wiki. These findings were discussed in detail with regards to the literature and arising issues. Hence, wikis proved to be an interesting alternative for ESL collaborative writing that is capable of motivating and fostering collaborative language learning efforts among gifted students.

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