Wikis for Building Content Knowledge in the Fo r eign Language Classroo m

Pellet, Stephanie H.

doi:10.11139/cj.29.2.224-248

Cited by 18 publications

(17 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Anyway, almost all wiki host websites are created to be simple and easy to access, use and edit. It is the teacher's roles that made the difference (Arnold et al, 2012;Bin et al, 2012;Pellet, 2012). Without teacher's interferences, students could face more obstacles that may lead them to frustration and to be reluctant (Halsey, 2012).…”

Section: Observation Card Resultsmentioning

confidence: 99%

“…In contrast to that, it was empirically proved that wikis can facilitate collaborative learning. Evidences can be observed in Awada and Diab (2018), Krasnova et al (2016), Li et al (2012), Martinsen and Miller (2012), Pellet (2012) and Yusoff et al (2012). This result contradicted most of these studies.…”

Section: What Is the Effect Of The Vocabulary Wiki On Students' Collamentioning

confidence: 91%

See 1 more Smart Citation

Teaching Vocabulary Through Wiki to First Secondary Graders

Al-Johali¹

2019

ELT

View full text Add to dashboard Cite

Vocabulary is a fundamental component of any language. Learning vocabulary plays a crucial role in learning English language. Whereas wiki is a promising Web 2.0 technology that can be used innovatively in EFL instruction. This study aimed at examining the effectiveness of wiki-based instruction on vocabulary learning of first secondary graders. It was carried out in Sabya, Jazan, Saudi Arabia in 2018. It followed the quasi-experimental design of one experimental group. Fifty-seven Saudi teenage EFL students participated in a researcher-designed wiki-based vocabulary course in a random male school. The course consisted of twelve lessons to teach 80 words picked from the grade’s English Schoolbook (Mega Goal 2) to ensure their importance and benefit to students. Vocabulary pre-test and post-test along with a closed observation card were used to collect data. Descriptive statistics, paired samples and one-sample t-tests were used for analysis. It was found that wiki had slight positive effect on vocabulary learning. Results demonstrated that students achieved significantly better marks in their post-test but with a very low effect size (0.32). In addition, wiki was observed as usable, motivating, vocabulary enlarging assistant, and can be perceived positively by students. In the contrary, it was observed that the students’ collaborative work level was low. Accordingly, wikis can be a good vocabulary teaching tool if well-designed and well-implemented after training both teachers and students.

show abstract

Section: Observation Card Resultsmentioning

confidence: 99%

Section: What Is the Effect Of The Vocabulary Wiki On Students' Collamentioning

confidence: 91%

Teaching Vocabulary Through Wiki to First Secondary Graders

Al-Johali¹

2019

ELT

View full text Add to dashboard Cite

show abstract

“…This study demonstrates that learner autonomy [10,22] was fostered through the implementation of the wiki-based activities about the English culture. The development of the tasks gave rise to the students' engagement with their learning [19], since they were actively involved in the development of the wiki-based activities, they took decisions and assumed individual responsibilities in the group what led to a more effective learning process, focused on the goals of the second language acquisition (SLA). Data showed the effectiveness and potential of wiki-based activities to expand students' knowledge of the second language, to allow them to reflect about English and be involved in the construction of knowledge [1,20,25].…”

Section: Conclusion and Discussionmentioning

confidence: 99%

How wiki-based tasks, and forums favor university students' writing skills and promote collaborative autonomy

Pinto-Llorente

Sánchez-Gómez

García-Peñalvo

et al. 2016

Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality

View full text Add to dashboard Cite

show abstract

“…Such a project could promote the inclusion of students with disabilities in meaningful ways, while still allowing flexibility for varying levels of confidence or skill. Another example of a fullclass project in foreign language study was described by Pellet (2012), in which a French class collaborated to create a wiki. Pellet (2012) concluded that the active, constructivist approach allowed for meaningful learning, while also benefitting from continuous instructor feedback.…”

Section: B Cooperative Projects and Productsmentioning

confidence: 99%

“…Another example of a fullclass project in foreign language study was described by Pellet (2012), in which a French class collaborated to create a wiki. Pellet (2012) concluded that the active, constructivist approach allowed for meaningful learning, while also benefitting from continuous instructor feedback. Similar projects might also allow individuals or small groups of students with learning disabilities to participate in inclusive classrooms and address social skills, while simultaneously offering another means of assessment.…”

Section: B Cooperative Projects and Productsmentioning

confidence: 99%

Foreign Language Assessment: Instructional Considerations for Students with Specific Learning Disabilities

Tolbert¹

2017

JLTR

View full text Add to dashboard Cite

Abstract-Students with specific learning disabilities (SLDs) continue to be more likely to experience anxiety about learning a foreign language, and possibly less likely to enroll in foreign language courses at all. As schools become more inclusive and more aware of diverse learning needs, it is important to be cognizant of how the individual needs of students with SLDs may relate to classroom instruction and assessment practices. What follows is a discussion of assessment practices, with an emphasis on diagnostic and formative assessment in the context of teaching students with SLDs. Given the prevalence of mobile phones and other devices in contemporary classrooms, a strong emphasis on the role of online polling resources plays a prominent role in this discussion. Specific examples of instructional activities which align with assessments are also provided, as part of a selective literature review intended to connect larger topics in language instruction to the typical needs of students with specific learning disabilities. The perspective of the discussion pertains primarily to students with SLDs in the United States, where the vast majority of foreign language instruction occurs in the middle and secondary grades.

show abstract

Wikis for Building Content Knowledge in the Fo r eign Language Classroo m

Cited by 18 publications

References 35 publications

Teaching Vocabulary Through Wiki to First Secondary Graders

Teaching Vocabulary Through Wiki to First Secondary Graders

How wiki-based tasks, and forums favor university students' writing skills and promote collaborative autonomy

Foreign Language Assessment: Instructional Considerations for Students with Specific Learning Disabilities

Contact Info

Product

Resources

About