Pixel International Conferences

In the field of computer-assisted language learning during the last decade there has been increased interest in individual learner variables that can potentially impact the effectiveness of hybrid language instruction supported by web 2.0 tools. The existing literature indicates that various psychological characteristics of students may determine the process of language learning and its outcomes [1], especially in constructivist, learner-based paradigms [2]. Although it has been argued that hybrid learning settings offer increased opportunities for individualization and collaboration [3], research reports are fairly scarce on the interrelationships between such variables that may account for the variance in the students’ individual grammar development in a hybrid English as a foreign language (EFL) environment. The aim of the empirical study in this paper was to establish the correlation between the acquired knowledge of five selected advanced morphosyntactic structures, two learner characteristics associated with computer literacy (effort in using the computer, and internet self-efficacy) and three self-regulation variables (self-efficacy in learning EFL, personal goal-setting, and effort in using online resources in the EFL course). The subjects in our study were first-year undergraduate students of Information Systems at a Croatian university enrolled in a hybrid English for Specific Purposes course. Teams of students were engaged in collaborative out-of-class e-tivities using wikis and other web 2.0 tools to create online textual descriptions of grammar topics illustrated by mind maps, concept maps and cartoon strips. The acquired grammatical competence was assessed by means of a written test after the performance of e-tivities. The data on learner variables were collected by a survey questionnaire administered after the completion of e-tivities. The correlation analysis revealed statistically significant associations between the outgoing grammatical competence and two variables: (1) students’ perception of self-efficacy and (2) their perceived effort in using the computer (negative correlation). Such findings imply that the learner success in technology-based EFL grammar instruction may rely on students’ positive perception of their own capacity to complete academic tasks and resolve potential task- and technology-related difficulties. The obtained empirical evidence may be useful in providing guidelines for training students for online learning success in collaborative EFL grammar-based tasks in a constructivist setting.

Keywords: computer-assisted language learning, EFL grammar, e-tivities, computer literacy, self-regulation.

References:

[1] Dörnyei, Z., & Ryan, S. The psychology of the language learner revisited, New York/Abingdon, Routledge, 2015
[2] Wang, S., & Vásquez, C. “Web 2.0 and second language learning: What does the research tell us?”, CALICO Journal, 29(3), 412–430
[3] Goertler, S. “For a smoother blend: Lessons learned from blended instruction”. In: The Role of CALL in Hybrid and Online Language Courses, S. Huffman and V. Hegelheimer, Eds., Ames, IA: Iowa State University, 1–12