Vocabulary Development in the Science Classroom: Using Hypermedia Authoring to Support English Learners

This study investigated the impact of authoring hypermedia projects on the academic vocabulary development of middle school, ESL students. Vocabulary definitions, inprocess verbalizations, observations and semi-structured interviews were the primary means of collecting data and assessing vocabulary growth. The results of this study indicate that hypermedia authoring had a positive impact on students\u27 understanding of grade level, science concepts as well as on student engagement in and attitudes toward vocabulary building activities. Thus, the procedures implemented in this study provide a potential model for teachers to follow as they attempt to facilitate their students\u27 vocabulary and concept development

Collaborative Writing: Fostering Foreign Language and Writing Conventions Development

The use of social technologies, such as wikis and chats, has brought a renewed attention to L2 collaborative writing. Yet, a question that still remains to be answered is the extent to which learners’ writing is enhanced when using these tools. By analyzing learners’ individual and collaborative writing, this study (a) explores L2 learners’ approaches to the writing task in the wikis, (b) examines learners’ collaborative synchronous interactions when discussing content, structure and other aspects related to the elaboration of the writing task, and (c) describes learners’ perceptions of individual and collaborative writing and their impressions of the use of social tools in the FL writing class. Analysis of the data showed that while statistically significant differences were not evident in terms of fluency, accuracy and complexity when comparing the individual and collaborative assignments, there were observable trends that inform us about how learners’ interactions with the text differ when working individually or collaboratively. Further, an analysis of learners’ approaches to collaborative writing through the use of social tools shows that wikis and chats allowed them to concentrate on writing components in a different, yet complementary, manner depending on whether they interacted in the wikis or in the chats

Analysing the myth of digital natives in an English course: A higher education collaborative approach

[EN] Researchers nowadays claim that educators must accommodate the learning styles of digital natives . Thus, many new and challenging educational experiences have tried to cater for the singularity of digital natives. These studies have focused on facilitating the communication between teachers and students using the students own language and style. In this context, we analyse the use of a Web 2.0 application in higher education integrated in a traditional language course. The paper questions the technical expertise of digital natives and observes the contribution of Web 2.0 to promote construction of knowledge while developing a proficiency in English. The conclusions signal the rewarding benefits of Wikis to construct knowledge collaboratively and the positive effects on the improvement of linguistic skills. Additionally, the study suggests that the incorporation of new online projects into traditional higher education requires careful planning with consideration given to sound pedagogy so as to lead to effective learning.Montero Fleta, MB.; Pérez Sabater, C. (2014). Analysing the myth of digital natives in an English course: A higher education collaborative approach. LSP Journal - Language for special purposes, professional communication, knowledge management and cognition. 5(2):24-43. http://hdl.handle.net/10251/49765S24435

The Effect Of Applying Wikis In An English As A Foreign Language (efl) Class In Taiwan

Incorporating technology into learning has brought major benefits to learners and has greatly changed higher education. Since there is limited number of experimental research investigating the effectiveness of applying wikis, this study collected experimental data to investigate its effectiveness. The purpose of the study was to examine the effectiveness of applying wikis in terms of students\u27 learning outcomes, to investigate the changes regarding students\u27 attitude towards language learning, to explore the communication channels in wikis that facilitate students\u27 interaction in the e-learning environment as well as students\u27 experience of using wikis. Results showed that there existed statistically significant difference between the group with and without wikis, which means the group applying wikis performed better in listening and reading abilities. When compared with the non-wiki group, the wiki group had a more favorable attitude towards the class, their English ability improvement, and cooperative learning. Moreover, the students agreed that wikis helped them complete their assignment, they felt comfortable in the wiki environment, and it was easy for them to use wikis. From the experiences of using wikis shared by the students, they provided recommendations about the interface and the edit functions in the wiki environment. Their interaction with other team members and the course material increased but they expressed that the main interaction was through face-to-face and instant message software. Finally, the wiki environment allowed students to fulfill their role duties, cooperate, negotiate, manage their contribution, and modeling from each other