Performance of University students on English reading and writing when using a Web 2.0 tool
Instructional technology has been integrated into teaching activities for a long time. The purpose of the study was to compare University students' performance in using a wiki as an effective pedagogical tool versus traditional English instruction in an English reading and writing course. The researchers employed a true experimental and questionnaire methodology design. The study participants were 100 students between 20 and 35 years of age who were enrolled in a four-year college in Taiwan. The result showed that students obtained higher performance in using a wiki tool than in traditional English instruction. The study also investigated the impacts of student learning attitudes by integrating Web 2.0 tools. The result indicated that females had higher positive attitudes toward utilization of a wiki for their projects than males. The result also showed that younger participants had more of an interest in their projects through a wiki.