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Attitudinal Factors Affecting Wiki Group Collaboration for English Writing

100%
Chen C. J., Chuah K. M., Tho J., Teh C. S.
European Journal of Open, Distance and E-Learning
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2015
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vol. 18
|
issue 2
22-35
EN
Wikis, being one of the popular Web 2.0 tools, have impacted students’ engagement and performance particularly in the aspects of second and foreign language learning. While an increasing number of studies have focused on the effectiveness of wiki in improving students’ writing skills, this study was conducted to examine the attitudinal factors that influence English as a Second Language (ESL) students’ group collaboration in using wikis for a writing task that was divided into three phases: pre-writing, individual-construction, joint-constructions. Data collected from these students after completing this task was analyzed based on three attitudinal aspects: motivation, perceived usefulness, and perceived ease of use. The findings reveal high mean scores for all aspects. Further multiple regression analysis reveals that motivation is the most important factor associated with group collaboration, indicating the need to boost students’ motivation to encourage effective collaboration in completing wiki writing tasks.
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Srovnání používání strategií učení cizímu jazyku u studentů smiletých a čtyřletých gymnázií

86%
Vlčková K.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2009
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issue 4
51-73
EN
After the fall of communism in 1989, there were newly reestablished the eight-year grammar schools, e. g. schools combining both lower and upper secondary comprehensive education and preparing students for higher academic education. Since this change, there has been a continuous discussion on the pros and cons of the eight-year grammar schools and lower secondary level of elementary schools as well as of the eight-year grammar schools in comparison to the four-year grammar schools. The four-year grammar school was the only type of comprehensive higher secondary school in the era of Communism and it still exists nowadays. A specific research on the learning strategies as a part of the competency to learn a foreign language (as stated in the Framework Education Programme for Grammar Schools 2007) was conducted at 13 grammar schools in Brno. Differences in the use of strategies, factors influencing the use of strategies (gender, motivation or self-concept) and factors influenced by the use of learning strategies (proficiency level, development of language competencies or school notes) are described. No systematic differences between the two educational programmes (8-year study and 4-year study) of grammar schools were found. The only differences found were those between particular schools. Students of the eight-year grammar school did not achieve higher level in the use of learning strategies than students of the four-year study programme.
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