Abstract
The purpose of this study was to compare the effects of wiki-based language learning activities with Face-to-face (FTF) language learning activities on the development of English grammatical competence at a Taiwanese university. A quasi-experimental pretest/posttest design was utilized. A convenience sample of 84 EFL undergraduates officially enrolled in the college voluntarily participated in the study. An ANCOVA was conducted to assess whether wiki activities can bring about significantly better outcomes regarding English grammar usage. Results indicated that the wiki group significantly outperformed the FTF group. The results also indicated that there was a significant difference in students’ time devoted to English grammar activities between the treatment group and the control group in favor of the treatment group. Furthermore, there was a statistically significant relationship between the time spent on wiki sites and students’ English grammar achievement gains. The time students in the treatment group spent on grammar activities increased when they used the wiki. Overall, treatment group students’ devotion to the wiki activities brought about effective language learning.
Highlights
1.1 BackgroundResearch concluded that time on task has the most important influence on academic achievement (Slavin, 2003)
There was a statistically significant relationship between the time spent on wiki sites and students’ English grammar achievement gains
The results supported the third hypothesis that there is a statistically significant relationship between the time spent on wiki sites and students’ pretest to posttest
Summary
1.1 BackgroundResearch concluded that time on task has the most important influence on academic achievement (Slavin, 2003). As many EFL teachers know, there is the challenge of providing the number of hours in the target language that is required of fluent speakers. The number of hours teachers have the students in class cannot be increased, but additional hours outside of the class, with online collaborative social media such as wikis, can be provided. Students have the opportunity to engage more time to communicate and interact in English with native speakers, teachers as well as other learners from home. Celce-Murcia, Larsen-Freeman and Williams (1999) maintained that the ultimate goal of grammar instruction is to equip students with communicative competence. Rodríguez (2009) observed that, even in instances where learners are not completely ready to learn a form, profound focus-on-form instruction can help them learn other structures that are relevant to the target grammatical form Communicative competence encapsulates four areas of competence, among which grammatical competence is the first and the most crucial factor. Celce-Murcia, Larsen-Freeman and Williams (1999) maintained that the ultimate goal of grammar instruction is to equip students with communicative competence. Spada and Lightbown (1999) argued that after learners have acquired basic structures and vocabulary and have developed a basic ability to communicate, they should be devoted to form only due to its emphasis on authentic communication. Rodríguez (2009) observed that, even in instances where learners are not completely ready to learn a form, profound focus-on-form instruction can help them learn other structures that are relevant to the target grammatical form
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