Abstract
The integration of digital technologies in education is gradually transforming the landscape of language teaching and learning, offering opportunities for innovation and improvement. However, Traditional Methods of Instruction (TMIs) in the English language are constrained in terms of students’ engagement and fostering communicative competence. The limitations of TMIs have prompted educators to seek alternative pedagogies. Technology-enhanced instruction is viewed as one avenue to revitalize English language teaching. Among these technologies, Wikis have emerged as a promising tool for promoting interactive and student-centred learning environments. The study on which this paper is based investigated the effectiveness of Wikis as a pedagogical tool in bridging gaps in TMIs in English language teaching. Grounded in Salmon's Five-Stage Model, this study integrated Wikis into English language instruction with 20 secondary school students. The Wiki intervention was tested through two iterations. The findings revealed that Wiki-based instruction can effectively address some of the limitations in TMIs by fostering collaborative learning and peer feedback, promoting self-directed learning and autonomy by enhancing all four language skills. The study contributes to the growing body of research on technology-enhanced language learning by highlighting Wikis' potential to enhance English language teaching
Published Version
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