Integration of Web 2.0 Tools in a VLE to Improve the EFL Spanish University Entrance Examination Results: A Quasi-experimental Study
DOI:
https://doi.org/10.11139/cj.31.1.40-56Keywords:
Computer-Assisted Language Learning, EFL, Web 2.0, VLEAbstract
The article shows the results of a research project designed to improve the results in the English section of the Spanish University Admission Examination, or PAU, Prueba de Acceso a la Universidad (EFL-PAU henceforth). Using a quasi-experimental methodology relevant data was collected from both groups during a whole academic year just before their EFL-PAU.
The hypothesis that students who used Web 2.0 based materials (forums, collaborative glossaries, social repositories with annotated past papers, podcasts, social bookmarking, a wiki and a blog) instead of traditional EFL (English as a foreign language) resources achieved better results was quantitatively confirmed. Furthermore, it was qualitatively proved that Web 2.0 tools in EFL increase motivation in students, a crucial aspect for the achievement of good scores in the English section of the EFL-PAU.
All these Web 2.0 tools were located in a Moodle course, one of the most widely used virtual learning environments. Although not strictly speaking a Web 2.0 tool, Moodle facilitates interactive information sharing, online collaboration and is user/learner-centered, all of which are key features in a Web 2.0 digital education context.
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