WIKIS IN TEACHING ENGLISH FOR ACADEMIC PURPOSES – ENGAGING
ROMANIAN STUDENTS IN A 21ST CENTURY LEARNING ENVIRONMENT
Cristina FELEA
Faculty of Letters, Babes-Bolyai University, Horea street, Cluj-Napoca, Romania
cristina.felea@gmail.com
Liana STANCA
Faculty of Economic Sciences and Business Management, Babes-Bolyai University, Eremia Th. Mihaly street, Cluj-Napoca,
Romania
liana.stanca@.econ.ubbcluj.ro
Abstract: At tertiary level, traditional language teaching methods are being replaced by a “postmethod” stage where the learning context, a maximization of learning opportunities, facilitating
negotiation, fostering language awareness, promoting learner autonomy and reflective practice would
ensure optimum results. Thus, teachers and students can participate in curricular/syllabus decision, and
in choosing the most adequate/ efficient methods. This paradigm change is also due to increasing
digital literacy and to the view according to which technology-enhanced learning environments are
conducive to higher cognitive performance. The authors created a wiki environment for the blended
learning course in English for Academic Purposes for students in social sciences from Babes-Bolyai
University, Cluj-Napoca. The face-to-face sessions were enriched by authentic materials presented in
various formats embedded in a gradual guided approach (adapted to students’ needs) to learning in a
Web 2.0 environment. Based on our on-going project, our paper will present a statistical study aimed at
measuring the effects of introducing the wiki environment in the process of teaching/learning English
for Academic Purposes for Romanian students who have basic computer/Internet skills. The findings
will provide necessary data to determine the impact of Web 2.0 technologies on students’ language
learning skills and future professional development.
Keywords: wiki, statistical study, English for Academic Purposes, Web 2.0.
I.
INTRODUCTION
Finding most adequate teaching-learning methods has always been a foremost research
concern. From the teacher-student perspective, two major instructional paradigms have dominated the
specialist literature, namely the teacher-centred approach where the teacher is seen as expert
transmitter of knowledge, authority and model whereas the students are seen as merely recipients of
the instructor’s knowledge and the student-centred approach where decision-making, organisation and
content are mostly determined by the students’ needs and perceptions and the teacher’s role is mainly
to coach and facilitate the learning process and contribute to the development of students’ cognitive
abilities and skills. A collaborative component drawing on social constructivism has gained ground
recently both in educational and training sectors. Even if the former method prevailed in the
Romanian educational system until recently, due to late 20th century and early 21st century research
and developments in economic, social, psychological and technological knowledge, the shift to the
latter paradigm has become more and more visible. One of the key elements of student-centred
approach is collaborative learning, whereby learners discover knowledge and transform it into
concepts, reconstruct it and expand it through new learning experiences by active participation,
transactions, and dialogue between students, their peers and teachers [1]. The development of the
semantic web has made collaborative learning possible and necessary for most human activities taking
place online and offline. Its increasingly visible impact on education/instruction/training worldwide [1]
has prompted us to implement a collaborative web-based tool (wiki) in learning English as a Foreign
Language (EFL), in particular English for Academic Purposes (EAP) for a student population with
basic Internet skills and intermediate level of English (B1-B2, cf. Common European Framework for
Languages - CEFL) in Romania, a EU developing country. This has represented a challenge for
students and teacher alike.
The EAP wiki [2] was set up on the wiki hosting service Wikispaces (due to its deductible and
user-friendly interface that requires only minimum internet skills and can be used after a basic
instructional session) at the beginning of the first semester of the academic year 2010-2011. The site
represented the authors’ second attempt at implementing a collaborative online environment within a
blended learning approach aimed at teaching English for Academic Purposes to first year
undergraduates studying social sciences at the Faculty of Sociology and Social Work of Babes-Bolyai
University from Cluj-Napoca. The results of a pre-sessional needs analysis showed that students have
a level of general English ranging from A2 to C1 (according to CEFL) and very little knowledge of
academic culture such as genres, conventions, etc. The major characteristics of ESP/EAP courses
identified by Carver [3] (authentic material, purpose related-orientation and self direction) were
supported by a blended learning approach consisting of face-to-face meetings (teacher-driven for the
input of basic concepts and guided practice in reading/ writing/presenting for academic purposes) and
individual/group assignments based on wiki resources. Authentic materials are presented in a variety
of formats (audio, video, multimedia) embedded in a gradual guided approach (accompanied by
reference links to EAP tutorials from other universities and internet-based tutorials adapted to
students’ needs) to learning in a Web 2.0 environment. Most of the scaffolding was aimed at teaching
the learners how to learn by constant reference to general and language learning strategies and crossdisciplinary and transferable skills.
The major objectives of our wiki project is to create a multidimensional and versatile
environment to accommodate the language learning needs of our students and determine them to take
hold of the learning process. In language learning at tertiary level, the traditional teaching methods
such as “presentation-practice-production,” followed by communicative, task-based, or project-based
methods are gradually being replaced by a “post-method” stage [4] where a prior analysis of the
learning context, together with macro strategies such as maximization of learning opportunities,
facilitating negotiation, fostering language awareness, promoting learner autonomy etc.
(Kumaravadivelu 2001, 2006, quoted in [3]) and reflective practice would ensure optimum results.
This way, both teacher and students can participate in curricular and syllabus decision, as well as in
choosing the most adequate/ efficient methods that take into account cultural, social and personal
variables.
Another factor to have played an important role in the change of paradigm in language
teaching is the development of digital literacy and of the view according to which, rather than simple
assistive tools for transmission of information, technology-enhanced learning environments are
conducive to higher cognitive performance, a view promoted, among others, by David H. Jonasen [5].
Consequently, in order to be able to investigate more complex issues, we considered that a
first step was to collect data for an analysis of the learning context and the impact of technologies on
learning English. For this purpose, we set up a statistical study that will be presented below.
II.
STATISTICAL STUDY
Our study was designed to determine the impact Web 2.0 technologies, namely a wiki-based
study environment, have on a student population with basic computer skills engaged in learning
English as a foreign language, namely English for Academic Purposes at an undergraduate level. After
having implemented a wiki environment for the first time in the second semester of the academic year
2009-2010, the subsequent analysis of wiki usage statistics as well as our own empirical observations
determined us to assume that, in order to learn a language efficiently in an online environment,
students need not only basic computer and Internet skills but also a fairly good entry level of English
(at least A2, elementary) and, most of all, certain abilities to work in collaboration. In order to collect
data to substantiate our hypothesis, we devised a questionnaire that was applied to students enrolled in
the English for Academic Purposes course at the Faculty of Sociology and Social Work at BabesBolyai University in Cluj-Napoca. Out of the 180 students enrolled in the first semester of the
academic year 2010-2011, 76 completed the questionnaire, namely 60% female and 16% male
students. The respondents belong to the following age groups: 67 are aged between 18 and 21 years
old, 7 are aged between 22 and 25, and 2 are aged between 26 and 50. The majority of respondents,
namely 63, graduated high school in the interval [2009-2010], whereas 11 graduated in the interval
[2001-2008]. Three respondents gave inconclusive answers.
Firstly, we wanted to find out the degree of interest in studying the English language. The
graph shows the percentage of students showing interest in learning English.
Figure 1. Degree of interest in learning English
The interest of the sample is as follows: 49% of the respondents are highly interested whereas
only 7% show low interest.
Next, the questions were devised to collect data on their global level of English and the length
of time they have studied English in a formal environment, namely at school. The three categories are
described below.
The students who self-assessed themselves as Advanced (CEFL, C1) represent 18%, out of
which 29% studied English for 9-10 years, 29% studied English for 11+ years, 28% for 5-8 years, and
14% studied English for 1-4 years.
The students who self-assessed themselves as Intermediate (CEFL, B1/B2) represent 67%,
out of which 33% studied English for 9-10 years, 25% studied English for 11+ years, whereas the
remaining 42% studied English for 5-8 years.
The students who self-assessed themselves as Elementary (CEFL, A1/A2) represent 15%, out
of which 36% studied English for 9-10 years, 27% for 11+ years, 28% for 5-8 years and 9% for 1-4
years.
The results show that the students who studied a lower number of years are situated at the two
extremes in terms of language levels, namely either advanced or elementary. This finding is worth
looking into by setting up a study that would corroborate self-assessment and language testing.
Next, the prior experience with online learning platforms such as Moodle, intranet, wiki, etc
was questioned. Whereas 49% answered that they had no prior experience, 29% said that they had and
23% acknowledged only a little experience.
120%
100%
80%
Putin
60%
Nu
40%
Da
20%
0%
Experienta in folosirea platformelor on-line
Figure 2. Experience in using online learning platforms
We analysed further the group that had prior experience in using online learning platforms in
terms of their experience of using Web 2.0 technologies, namely wikis (Wikisource, WikiCommons,
Wikipedia, wikispaces), and their answers are shown in the graph below: 32% have used and 68% are
using regularly Web 2.0 technologies.
32%
Am folosit
Folosesc
68%
Figure 3. Experience in using Web 2.0 technologies (wikis)
The students who answered this question affirmatively are part of the group that manifest high
interest in the study of the English language.
When asked about the efficiency of using an e-learning platform in comparison with
traditional learning, 39% of this group consider the former as more efficient, 42% consider it as almost
equally efficient and whereas 19% consider it less efficient, as shown in the figure below.
Invatarea traditionala vs E-learning
19%
39%
Mai eficienta
Aproximativ la fel
Mai putin eficienta
42%
Figure 4. Efficiency of E-learning platform vs. Traditional learning
Next, we wanted to determine if the answers of the participants in terms of wiki use in general
and of the opinions they have on using an e-learning environment for learning English are based on
accuracy or supposition. We applied a Kappa statistical analysis, namely Kappa Fleiss statistics [7] [8]
[9] as follows:
Kappa Fleiss statistics
More efficient
Less
efficient
4
I don’t know
0
0.05
Yes
8
Almost equally
efficient
9
Pi
No
4
3
2
9
0.03
A little
8
3
5
2
0.03
Sum
20
15
11
11
0.12
Pj
0.35
0.26
0.19
0.19
Following the computation, we obtained k=-0.26<0, which means that the answers were based
on supposition or were given at random, in other words they are not based on accuracy.
The chi-square of association has not yielded relevant results because 80% of the responses
are situated below the value 5. However, the value of the Cramer coefficient =0.4, which means that
16% gave accurate answers. In this context, we applied Lambda [8] [9]: The Goodman-Kruskal Index
of Predictive Association, to determine which category of students gave answers based on accuracy
and not on supposition. The calculations show that those who had prior experience of the wiki learning
environment have the probability estimated by a correct prediction, namely 0.39, and the estimated
probability of an error would be 0.61.
The computations below show that aberrant values appear in the group of those that had no
prior experience or only a little experience of wiki use.
Percentage DeviationsQ
More efficient
Less
efficient
-1.30%
I don’t know
Yes
8.60%
Almost equally
efficient
62.90%
No
-36.70%
-36.70%
-42.40%
159.10%
A little
26.70%
-36.70%
43.90%
-42.40%
-100%
In the following, we calculated the standardised residual values because they belong to a
normal sampling distribution, with an average of zero and a standard deviation of ± 1.0. The results
are:
Standardized Residuals
More efficient
Less efficient
I don’t know
-0.03
-2.01
Yes
0.23
Almost equally
efficient
1.48
No
-0.92
-0.80
-0.79
2.97
A little
0.67
-0.80
0.82
-0.79
Computations yielded the following results:
1. Lambda for predicting: 0.28 Standard error: 0.14 95CI: [0.0002, 0.5554]. The degree of
prior experience in using wikis determines a correct answer for its use in learning English.
2. Lambda for predicting: 0.16 Standard error: 0.135 95CI: [0, 0.43]. The level of knowledge
of English determines a correct answer for using the wiki environment for learning
English.
Therefore, following the application of Estimated Probability of Correct Prediction [6] [7] [8],
we can predict:
The prior experience in using wikis and a higher level of English language allow for the
correct determination of the association degree with a probability of 0.54.
The prior experience in using wikis and a low level of English language allow for the correct
determination of the association degree with a probability of 0.36.
A high level of English and lack of prior experience in using wikis allow for the correct
determination of the association degree with a probability of 0.35.
An intermediate level of English and a prior experience in using wikis allow for the correct
determination of the association degree with a probability of 0.45.
The final conclusion of our statistical study is that, in order to determine the impact of Web
2.0 technologies on learning English, it is important that the subjects have knowledge of wiki usage
and a higher level of English. Consequently, in the following we will only process data referring to the
group that has a higher level of English and prior experience in using wikis.
Within the group that have a higher level of English and computer skills, we checked if their
responses are based on accuracy or on supposition in relation to the question “What is your opinion on
the use of the Internet and Web 2.0 technologies for language learning?” The attribute statements were
formulated mostly to raise their awareness on certain more or less “hidden” or implicit advantages of
using technologies to learn and develop cross-curricular and transferable skills. We applied the Kappa
statistics, namely the Kappa Fleiss statistics [6] [7] [8] and we obtained kappa= 0.04 belongs to (0.0 –
0.20) which means that the answers have a certain degree of accuracy.
Opinion on the use of the Internet and Web 2.0 technologies for language learning
Attributes
Totally
agree
Agree
Disagree
The use of the Internet provides more opportunities for
active communication and self expression in the second
language.
The Internet, by its very nature, provides a vast network for
students to communicate with native speakers of the
language.
The Internet provides a valuable resource for enhancing
cultural knowledge.
The use of fun activities which have a learning component
can be a source of information as well as being attractive for
students.
Learners have the option to select learning materials that
meet their level of knowledge and interest.
When students use the Internet in order to search for specific
information, they have to use their logical reasoning for the
search.
They must evaluate and judge what they have found to
determine what is useful.
Students are no longer viewed as “empty vessels” into
which educators transmit knowledge. Rather, they are
viewed as critical thinkers who can actively construct their
own knowledge.
Computer and Internet skills are transferable to other facets
of learners’ lives.
The use of computer technology fosters more collaborative
approaches to learning so students can help each other in the
use of the technology.
36%
64%
0%
41%
50%
9%
45%
50%
5%
59%
32%
9%
41%
37%
22%
14%
59%
27%
18%
77%
5%
59%
41%
0%
59%
41%
0%
40%
46%
14%
Figure 5. The average of the scores given to the attributes of the question “What is your opinion on
the use of the Internet and Web 2.0 technologies for language learning?”
The lowest score, namely 1.87, was obtained for the attribute “When students use the Internet
in order to search for specific information, they have to use their logical reasoning.” As noted earlier,
this was one of the statements meant to raise students’ awareness of the fact that higher order thinking
processes are present in their everyday encounters with the Internet and, implicitly, that they can
transfer their searching skills to the wiki-based teacher-facilitated English learning activities.
On the other hand, quite interestingly, the highest score, namely 2.59, was obtained for the
attributes “Students are no longer viewed as “empty vessels” into which educators transmit
knowledge. Rather, they are viewed as critical thinkers who can actively construct their own
knowledge” and “Computer and Internet skills are transferable to other facets of learners’ lives.” We
can only speculate that this is due to the fact that the wording makes the relationship between the use
of the Internet and skill transferability more explicit and, therefore,
Some other interesting results point to the fact that half of the subjects have no reserves for
using the Internet in the learning process. Still, 9% consider that they have to do extra work which is
not related to the course, 20% find it difficult to acquire new knowledge by using teaching/learning
tools that are not familiar, and 18% do not feel ready to undertake independent learning.
Accurate information on students’ learning styles is an important asset in building adequate
scaffolding of the collaborative environment. Our survey ended with some basic questions related to
students’ preferred learning styles. Most of the students from the target group, namely 40%, answered
that they learn equally well alone and by discussion concepts and problems with others.
The table below presents the preferred learning styles in descending order.
Which of the following statements best describes your learning style?
Learning styles
I learn equally well by working alone and by discussing concepts and problems
with others.
I learn best by collaborating with others and discussing concepts and problems with
them
I learn best by working alone and thinking through concepts and problems myself.
I learn better by working alone in some situations.
I learn better by discussing concepts and problems with others in some situations
%
40%
27%
5%
5%
3%
Thus, the wiki seems to correspond to the preferred learning style acknowledged by the group
highly interested in the learning of the English language.
III.
CONCLUSIONS
The conclusions of our statistical study emphasise the fact that respondents who answered
question with a higher degree of accuracy have higher level computer and Internet skills, an advanced
level of English, and are adepts of collaborative learning.
The next step in our project is to collect more refined data as to students’ collaborative and
independent learning skills that need scaffolding and support so as to increase the efficiency of the
wiki environment for language learning.
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[7]
[8]
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