Abstract
This study is based on an on-going investigation on the impact of Web 2.0 technologies, namely a wiki-based learning environment, part of a blended approach to teaching English for Specific Academic Purposes for EFL undergraduate students in a Romanian university. The research aims to determine whether there are statistically significant differences between the degrees of wiki participation recorded in the first semester of two consecutive academic years, starting from the assumption that modifications in the learning environment, namely the change of location for face-to-face meetings from class to computer lab setting and the introduction of more complex individual page templates may lead to increased wiki participation. Due to the project's multiple dimensions, out of which participation and response to the new online environment are particularly important, the results provide information necessary for further decisions regarding specific instructional design needs and wiki components, and changes affecting the teaching/learning process.
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