Abstract
This research probed into the application of educational technology and Web 2.0 tools in Project-Based Learning (PBL) to 6th grade Greek Primary School learners who are learning English as a foreign language. More particularly, this research probed into the teaching of writing skills to the aforementioned students through Web 2.0 tools and Project-Based Learning. Action research was conducted in which sixteen learners who attend a Greek State Primary School participated; they were involved in a five-month differentiated instruction program using Google Docs and blogs. Pre-tests and post-tests were distributed to the learners to investigate their level of writing skills according to criteria related to the learners’ overall ability to complete the writing tasks and the quality of writing production, namely spelling and punctuation, vocabulary range, accuracy and appropriacy, and to evaluate their improvement respectively. Qualitative research was also conducted: pre- and post-semi-structured interviews investigated their attitudes concerning the effectiveness of PBL in combination with Google Docs and blogs in terms of collaboration and process writing. The researchers/teachers also kept a reflexive journal which concentrated on the use of Web 2.0 tools, the writing processes, and the collaboration which took place amongst and between the learners and their teachers (who were also the researchers). Findings revealed that integrating project-based learning with educational technology and Web 2.0 tools was an effective means of enhancing young learners’ writing skills.
Highlights
The advent of technology has inevitably presented a need to expose young learners to educational technology in the foreign language class, placing emphasis on Web 2.0 tools and using digital writing for real life communication (Richardson, 2010)
The following research questions were posed: 1) Can Google Docs contribute to the development of collaborative writing in a young learners’ English as a foreign language class?
2) Can blogs contribute to the development of collaborative writing in a young learners’ English as a foreign language class?
Summary
The advent of technology has inevitably presented a need to expose young learners to educational technology in the foreign language class, placing emphasis on Web 2.0 tools and using digital writing for real life communication (Richardson, 2010). By integrating Google Docs and blogs in a project-based learning environment, young learners are offered the chance to foster lifelong learning skills through collaboration, becoming able to solve real life problems and to create end products (Van Lam, 2011). This dynamic learning approach challenges learners to construct learning on their own taking over the role of the teacher, who becomes the facilitator. Collaborative process writing opportunities can be offered to learners in PBL, as they can give and receive feedback, acquire communication skills and improve their writing skills
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