The Impact of Wikis and Discussion Boards on Learning English as a Second Language. A Mixed Methods Research

In the field of teaching a second language (L2), technology has always occupied a relevant position. The development of new technological tools has allowed the convergence of two learning environments, traditional face-to-face learning and virtual learning. This convergence has fostered the advantages of both types of instructions and the possibilities to learn a L2. In this study, researchers tried to explore pre-service teachers’ perspectives towards the use of wikis and discussion boards to improve writing skills in English and promote autonomous and collaborative learning in a B-learning environment. 358 pre-service teachers participated in the study in which a mixed methods research approach was adopted to integrate results and have a broader vision of the phenomenon. The results suggested pre-service teachers’ positive perception of the e-activities developed to improve the quality of their English, feeling more confidence in that language. They highlighted the opportunities afforded by wikis to create collective texts based on their agreements and individual contributions that promoted individual and cooperative learning, and by discussion boards to communicate, solve problems, get consensus or support a dynamic process. The fact of using a mixed methods research approach enhanced the validity and reliability of data, and added rigor to the study.

[1]  R. Arteaga Sánchez,et al.  Motivational factors that influence the acceptance of Moodle using TAM , 2010, Comput. Hum. Behav..

[2]  David Coniam,et al.  Using wikis to enhance and develop writing skills among secondary school students in Hong Kong , 2008 .

[3]  Bayram Güzer,et al.  The Past, Present and Future of Blended Learning: An in Depth Analysis of Literature☆ , 2014 .

[4]  Nike Arnold,et al.  Collaboration or Cooperation? Analyzing Group Dynamics and Revision Processes in Wikis , 2012 .

[5]  Alan Bryman,et al.  Quality Criteria for Quantitative, Qualitative and Mixed Methods Research: A View from Social Policy , 2008 .

[6]  Francisco J. García-Peñalvo,et al.  Assessing the Effectiveness of Interactive and Collaborative Resources to Improve Reading and Writing in English , 2016, Int. J. Hum. Cap. Inf. Technol. Prof..

[7]  A CanterasMurillo,et al.  Metodología de la investigación en urología , 2003 .

[8]  Robin Farabaugh,et al.  ‘The Isle is Full of Noises’: Using Wiki Software to Establish a Discourse Community in a Shakespeare Classroom , 2007 .

[9]  Dawn Bikowski,et al.  Developing collaborative autonomous learning abilities in computer mediated language learning: attention to meaning among students in wiki space , 2010 .

[10]  Zelilha Aydin,et al.  Using wikis to promote collaborative EFL writing , 2014 .

[11]  C. Gómez.  La dicotomía cualitativo-cuantitativo: posibilidades de integración y diseños mixtos The qualitative-quantitative dichotomy: integration pos- sibilities and mixed designs , 2015 .

[12]  Terry Anderson,et al.  Learning Outcomes and Students' Perceptions of Online Writing: Simultaneous Implementation of a Forum, Blog, and Wiki in an EFL Blended Learning Setting. , 2010 .

[13]  Brian Nielsen.  Students' perceptions and learning outcomes of online writing using discussion boards , 2013 .

[14]  Charles R. Graham.  BLENDED LEARNING SYSTEMS: DEFINITION, CURRENT TRENDS, AND FUTURE DIRECTIONS , 2005 .

[15]  Selami Aydin,et al.  WIKIS AS A TOOL FOR COLLABORATIVE LANGUAGE LEARNING: IMPLICATIONS FOR LITERACY, LANGUAGE EDUCATION AND MULTILINGUALISM , 2014 .

[16]  Francisco Jos Garca-Pealvo,et al.  Students perceptions and attitudes towards asynchronous technological tools in blended-learning training to improve grammatical competence in English as a second language , 2017 .

[17]  C. D. Álvarez.  Viajando a Ítaca por mares cuantitativos: manual de ruta para investigar en grado y postgrado , 2014 .

[19]  Miriam Schcolnik,et al.  Asynchronous forums in EAP: Assessment issues , 2008 .

[20]  Brazilian Efl Learners,et al.  USING WIKI-BASED PEER-CORRECTION TO DEVELOP WRITING SKILLS OF , 2008 .

[21]  Andreas Lund,et al.  Wikis: a collective approach to language production , 2008, ReCALL.

[22]  Jennifer Attride-Stirling.  Thematic networks: an analytic tool for qualitative research , 2001 .

[23]  Saovapa Wichadee,et al.  IMPROVING STUDENTS' SUMMARY WRITING ABILITY THROUGH COLLABORATION: A COMPARISON BETWEEN ONLINE WIKI GROUP AND CONVENTIONAL FACE-TO-FACE GROUP , 2013 .

[24]  Michael Fitze,et al.  DISCOURSE AND PARTICIPATION IN ESL FACE-TO-FACE AND WRITTEN ELECTRONIC CONFERENCES , 2006 .

[25]  Charles R. Graham,et al.  Blended Learning Environments: Definitions and Directions. , 2003 .

[26]  Michael Pressley,et al.  What should comprehension instruction be the instruction of , 2000 .

[27]  Sandra J. Sovignon,et al.  Computer-mediated Communication: Texts and Strategies , 2013 .

[28]  Kaye Thorne,et al.  Blended Learning: How to Integrate Online and Traditional Learning , 2003 .

[29]  Matthew B. Miles,et al.  Qualitative Data Analysis: An Expanded Sourcebook , 1994 .

[30]  David Nunan,et al.  Designing Tasks For The Communicative Classroom , 1989 .

[31]  Francisco J. García-Peñalvo,et al.  To Be or Not to Be Successful?: That Does Not Only Depend on Technology, But Also on Human Factors , 2015, J. Cases Inf. Technol..

[32]  Francisco J. García-Peñalvo,et al.  Assessing the effectiveness of a technological model to improve written skills in english in higher education , 2014, TEEM '14.

[33]  Nicholas Ferriman,et al.  The impact of blended e-learning on undergraduate academic essay writing in English (L2) , 2013, Comput. Educ..

[34]  Tammy Schellens,et al.  Scripting by assigning roles: Does it improve knowledge construction in asynchronous discussion groups? , 2007, Int. J. Comput. Support. Collab. Learn..

[35]  Francisco José García-Peñalvo,et al.  Advances in E-Learning: Experiences and Methodologies , 2008 .

[36]  María Angeles Cea D'Ancona.  Metodología cuantitativa: estrategias y técnicas de investigación social , 1997 .

[37]  Hung-Ling Twu.  A Predictive Study of Wiki Interaction: Can Attitude toward Wiki Predict Wiki Interaction in High-Context Cultures Groups? , 2010 .

[38]  Francisco J. García-Peñalvo,et al.  Educational hypermedia resources facilitator , 2005, Comput. Educ..

[39]  Goran Bubas,et al.  E-tivities with a Wiki : Innovative Teaching of English as a Foreign Language , 2008 .

[40]  Alicia Martínez Flor,et al.  Current trends in the development and teaching of the four language skills , 2006 .

[41]  Francisco J. García-Peñalvo,et al.  Developing a VLE to enable the innovative learning of english pronunciation , 2015, TEEM '15.

[42]  F. García-Peñalvo,et al.  A Mixed Methods Research of Pre-service Teachers’ Perceptions about the Benefits of Wiki-Based Tasks and Discussion Boards , 2017 .