Integration of Web 2.0 Tools in a VLE to Improve Results in the EFL Spanish University Entrance Examination: A Quasi-experimental Study

The article shows the results of a research project designed to improve the results in the English as a Foreign Language section of the Spanish University Admission Examination, or PAU, Prueba de Acceso a la Universidad (henceforth EFLPAU). Using a quasi-experimental methodology (Seliger & Soham...

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Detalles Bibliográficos
Autor: Martín Monje, Elena María
Tipo de recurso: artículo
Fecha de publicación:2014
País:España
Institución:Universidad Nacional de Educación a Distancia
Repositorio:e-spacio. Repositorio Institucional de la UNED
Idioma:inglés
OAI Identifier:oai:e-spacio.uned.es:20.500.14468/30876
Acceso en línea:https://hdl.handle.net/20.500.14468/30876
Access Level:acceso abierto
Palabra clave:5505.10 Filología
5701 Lingüística aplicada
Computer-Assisted Language Learning
EFL
Web 2.0
VLE
Spanish EFL-PAU
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spelling Integration of Web 2.0 Tools in a VLE to Improve Results in the EFL Spanish University Entrance Examination: A Quasi-experimental StudyMartín Monje, Elena María5505.10 Filología5701 Lingüística aplicadaComputer-Assisted Language LearningEFLWeb 2.0VLESpanish EFL-PAUThe article shows the results of a research project designed to improve the results in the English as a Foreign Language section of the Spanish University Admission Examination, or PAU, Prueba de Acceso a la Universidad (henceforth EFLPAU). Using a quasi-experimental methodology (Seliger & Sohamy, 1990), relevant data was collected from two groups (control and experimental group) 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 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.University of Toronto PressMinisterio de Ciencia e Innovación. Españae-Spacio UNED20252025-11-1820142014-01-0120142014-01-01journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/vnd.openxmlformats-officedocument.wordprocessingml.documenthttps://hdl.handle.net/20.500.14468/30876reponame:e-spacio. Repositorio Institucional de la UNEDinstname:Universidad Nacional de Educación a DistanciaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.esoai:e-spacio.uned.es:20.500.14468/308762026-06-06T12:38:31Z
dc.title.none.fl_str_mv Integration of Web 2.0 Tools in a VLE to Improve Results in the EFL Spanish University Entrance Examination: A Quasi-experimental Study
title Integration of Web 2.0 Tools in a VLE to Improve Results in the EFL Spanish University Entrance Examination: A Quasi-experimental Study
spellingShingle Integration of Web 2.0 Tools in a VLE to Improve Results in the EFL Spanish University Entrance Examination: A Quasi-experimental Study
Martín Monje, Elena María
5505.10 Filología
5701 Lingüística aplicada
Computer-Assisted Language Learning
EFL
Web 2.0
VLE
Spanish EFL-PAU
title_short Integration of Web 2.0 Tools in a VLE to Improve Results in the EFL Spanish University Entrance Examination: A Quasi-experimental Study
title_full Integration of Web 2.0 Tools in a VLE to Improve Results in the EFL Spanish University Entrance Examination: A Quasi-experimental Study
title_fullStr Integration of Web 2.0 Tools in a VLE to Improve Results in the EFL Spanish University Entrance Examination: A Quasi-experimental Study
title_full_unstemmed Integration of Web 2.0 Tools in a VLE to Improve Results in the EFL Spanish University Entrance Examination: A Quasi-experimental Study
title_sort Integration of Web 2.0 Tools in a VLE to Improve Results in the EFL Spanish University Entrance Examination: A Quasi-experimental Study
dc.creator.none.fl_str_mv Martín Monje, Elena María
author Martín Monje, Elena María
author_facet Martín Monje, Elena María
author_role author
dc.contributor.none.fl_str_mv Ministerio de Ciencia e Innovación. España
e-Spacio UNED
dc.subject.none.fl_str_mv 5505.10 Filología
5701 Lingüística aplicada
Computer-Assisted Language Learning
EFL
Web 2.0
VLE
Spanish EFL-PAU
topic 5505.10 Filología
5701 Lingüística aplicada
Computer-Assisted Language Learning
EFL
Web 2.0
VLE
Spanish EFL-PAU
description The article shows the results of a research project designed to improve the results in the English as a Foreign Language section of the Spanish University Admission Examination, or PAU, Prueba de Acceso a la Universidad (henceforth EFLPAU). Using a quasi-experimental methodology (Seliger & Sohamy, 1990), relevant data was collected from two groups (control and experimental group) 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 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.
publishDate 2014
dc.date.none.fl_str_mv 2014
2014-01-01
2014
2014-01-01
2025
2025-11-18
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/20.500.14468/30876
url https://hdl.handle.net/20.500.14468/30876
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
http://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/vnd.openxmlformats-officedocument.wordprocessingml.document
dc.publisher.none.fl_str_mv University of Toronto Press
publisher.none.fl_str_mv University of Toronto Press
dc.source.none.fl_str_mv reponame:e-spacio. Repositorio Institucional de la UNED
instname:Universidad Nacional de Educación a Distancia
instname_str Universidad Nacional de Educación a Distancia
reponame_str e-spacio. Repositorio Institucional de la UNED
collection e-spacio. Repositorio Institucional de la UNED
repository.name.fl_str_mv
repository.mail.fl_str_mv
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