Abstract
The study was conducted to find a solution for the problem of students’ participation in an English Vocabulary course. The solution proposed was using a combination of online exercises and Tapped In as a free virtual learning environment. The study was conducted on the basis of classroom action-based research. It was conducted in two different cycles. The results show that this method increased students’ participation, and that learners demonstrated a positive attitude toward the use of the computer for both the online activities and Tapped In for vocabulary learning.
Highlights
The use of technology for instruction has been widely introduced by researchers and instructors in the previous decade, and there are many examples of the use of information technology for language instruction
Introduction to course management system (CMS) Web-based management systems have become a valuable element of instructional framework design for both language courses and content specific courses
CMS are software applications that typically run on a web server or network server and allow educators to manage course and student data through a web browser interface
Summary
The use of technology for instruction has been widely introduced by researchers and instructors in the previous decade, and there are many examples of the use of information technology for language instruction (see Biesenbach-Lucas, Meloni, & Weasenforth, 2000; Torii-Williams, 2004; Henri & Li, 2005; Vinagre, 2005). Research on technology implementation in education supports the claim that the development of autonomous learners needs to be facilitated by a social constructivist approach to teaching and learning (Luke et al, 2005). With digital video technology, it is a relatively straightforward process for teachers to produce their own videos which are aimed at one group of learners, bearing in mind their language needs and interests. Such teacher-made videos can provide positive models of target language, graded to the learner’s proficiency, and offer a rich source of comprehensible input. These assumptions encourage instructors to think about CMS as a tool that students learn with rather than a tool to teach with
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