How to engage high school students to learn English by using Web 2.0 tools
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Authors
Karkadze, Rusudan
Issue Date
2024
Educational Level
ISCED 3: Upper Secondary Education
Curriculum Area
Geographical Setting
Georgia
Abstract
Context: This study takes place in a high school setting in Kutaisi, where the teacher observed that students showed a lack of interest in traditional language learning methods, particularly in learning English. The school community is characterised by minimal English exposure outside the classroom, and students often rely on technology, such as smartphones and apps, for information and interaction.
Aims: The research aimed to explore how the integration of Web 2.0 tools could enhance motivation and engagement in English language learning among high school students. It sought to identify the specific tools utilized, their purposes in classroom activities, and student perceptions regarding their effectiveness.
Methods: The research methodology included maintaining a reflective journal to monitor the integration of Web 2.0 tools, conducting classroom observations with feedback from a colleague, and administering a student questionnaire to gather insights on preferences and attitudes toward technology-enhanced learning.
Findings: Findings indicated that students preferred using various Web 2.0 tools, including Padlet, Mentimeter, Kahoot, and others, which facilitated increased participation and collaboration during lessons. Observations and questionnaires revealed that students found technology engaging, with most responding positively to the integration of these tools in their learning process. Many participants acknowledged enhancements in their understanding when using digital tools compared to traditional textbook methods, noting that technology fostered better communication and collaboration among peers.
Implications: The study suggests that the incorporation of digital tools in language learning can yield positive outcomes in student engagement and comprehension. Other educators might learn that adapting teaching methods to include technology can align with students' interests and enhance their learning experience, thereby addressing common challenges in motivating high school learners. Continued exploration of various digital tools may further enrich the educational landscape and promote active participation in the classroom.
Aims: The research aimed to explore how the integration of Web 2.0 tools could enhance motivation and engagement in English language learning among high school students. It sought to identify the specific tools utilized, their purposes in classroom activities, and student perceptions regarding their effectiveness.
Methods: The research methodology included maintaining a reflective journal to monitor the integration of Web 2.0 tools, conducting classroom observations with feedback from a colleague, and administering a student questionnaire to gather insights on preferences and attitudes toward technology-enhanced learning.
Findings: Findings indicated that students preferred using various Web 2.0 tools, including Padlet, Mentimeter, Kahoot, and others, which facilitated increased participation and collaboration during lessons. Observations and questionnaires revealed that students found technology engaging, with most responding positively to the integration of these tools in their learning process. Many participants acknowledged enhancements in their understanding when using digital tools compared to traditional textbook methods, noting that technology fostered better communication and collaboration among peers.
Implications: The study suggests that the incorporation of digital tools in language learning can yield positive outcomes in student engagement and comprehension. Other educators might learn that adapting teaching methods to include technology can align with students' interests and enhance their learning experience, thereby addressing common challenges in motivating high school learners. Continued exploration of various digital tools may further enrich the educational landscape and promote active participation in the classroom.
Description
Keywords (free text)
English language learning, Web 2.0 tools, student engagement, collaborative tools, classroom technology, exploratory action research