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 improvementof grammar competence in a hybrid EFLsetting remains fairly unexplored. This paper investigatesthe potential of implementing various web 2.0 tools for the development of students’ grammar skills in a tertiary English as a Foreign Language course. 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 the students’ written language production in a wiki was accompanied by multimedia artefacts representing particular EFL grammar concepts which the 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. 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 this particularhybrid course did not have a noticeably greaterimpact on grammar competence development in terms of the acquisition of the specific grammar structures selected for thisstudyand 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

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