Volume 2, Issue 3 (9-2017)                   IJREE 2017, 2(3): 32-46 | Back to browse issues page

XML Persian Abstract Print

Assistant Professor, Tatung University, Taipei, Taiwan
Abstract:   (1840 Views)
Wiki use may help EFL instructors to create an effective learning environment for inquiry-based language teaching and learning. The purpose of this study was to investigate the effects of wikis on the EFL learners’ IBL process. Forty-nine EFL students participated in the study while they conducted research projects in English. The Non-wiki group (n = 25) received traditional inquiry instruction and the Wiki group (n = 24) received wiki-mediated instruction during their IBL process. Data were collected through surveys at the stages of research, exploration,  and completion of the IBL activity. The instruments sought to measure differences in knowledge accumulation, as well as the challenges students encountered during their inquiry process. The results revealed that the use of wikis can provide support to (a) help students go beyond information accumulation and regurgitation of facts and move toward generating more integrated and synthesized knowledge representations and (b) address the challenges of traditional IBL including planning the tasks, organizing multiple resources, managing the inquiry process, and coordinating the final product. According to the results of the survey, wikis can constitute a dynamic forum that keeps students engaged in staging the sequences of structured inquiry process and improve ability to perform inquiry-based tasks in an efficient manner.
Full-Text [PDF 722 kb]   (886 Downloads)    
Type of Study: Research | Subject: General

1. Amaral, O. M., Garrison, L., & Klentschy, M. (2002). Helping English learners increase achievement through inquiry-based science instruction. Bilingual Research Journal, 26(2), 213–240. http://dx.doi.org/10.1080/15235882.2002.10668709 [DOI:10.1080/15235882.2002.10668709]
2. Arauz, P. E. (2013). Inquiry-based learning in an English as a foreign language class: A proposal. Revista de Lenguas Modernas, 19, 479–485. https://revistas.ucr.ac.cr/index.php/rlm/article/view/14031/13337
3. Barab, S. A., & Luehmann, A. L. (2003). Building sustainable science curriculum: Acknowledging and accommodating local adaptation. Science Education, 87(4), 454–467. doi: 10.1002/sce.10083 [DOI:10.1002/sce.10083]
4. Brown, A. L., & Campione, J. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229–270). Cambridge, MA: MIT Press/Bradford Books.
5. Bruner, J. (1986). Actual minds possible worlds. Cambridge, MA: Harvard University Press.
6. Chang, H., Quintana, C., & Krajcik, J. S. (2010). The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter. Science Education, 94(1), 73–94. doi:10.1002/sce.20352 [DOI:10.1002/sce.20352]
7. Colburn, A. (2000). An inquiry primer. Science Scope, 23(6), 42–44. http://www.cyberbee.com/inquiryprimer.pdf
8. Cole, M. (2009). Using Wiki technology to support student engagement: Lessons from the trenches. Computers & Education, 52(1), 141–146. doi:10.1016/j.compedu.2008.07.003 [DOI:10.1016/j.compedu.2008.07.003]
9. Collins, A., Brown, J., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 6–11. http://isls-naples.psy.lmu.de/intro/all-webinars/collins/cognitive-apprenticeship.pdf
10. Creedy, D., Horsfall, J., & Hand, B. (1992). Problem-based learning in nurse education: An Australian view. Journal of Advanced Nursing, 17(6), 727–733. https://www.ncbi.nlm.nih.gov/pubmed/1607506 [DOI:10.1111/j.1365-2648.1992.tb01971.x] [PMID]
11. Dennen, V., & Bonk, C. J. (1999). Cases, conferencing, and communities of practice: A qualitative study of online mentoring for preservice teachers. Paper presented at the Annual convention at the American Educational Research Association. April, 1999, Montreal, Canada. http://files.eric.ed.gov/fulltext/ED455756.pdf
12. Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8(3-4), 391–450. Doi:10.1080/10508406.1999.9672075 [DOI:10.1080/10508406.1999.9672075]
13. Fishman, B., Marx, R., Blumenfeld, P., Krajcik, J. S., & Soloway, E. (2004). Creating a framework for research on systemic technology innovations. Journal of the Learning Sciences, 13(1), 43–76. URL: http://www.jstor.org/stable/1466932 [DOI:10.1207/s15327809jls1301_3]
14. Garza, L. S., & Hern, T. (2006). Using wikis as collaborative writing tools: Something wiki this way comes—or not! Retrieved May, 2013, from: http://english.ttu.edu/kairos/10.1/binder2.html?http://falcon.tamucc.edu/wiki/WikiArticle/home.
15. Genesee, F. (1994). Integrating language and content: Lessons from immersion. Center for Research on Education, Diversity and Excellence. http://escholarship.org/uc/item/61c8k7kh.
16. Gold, A. H., Malhotra, A., & Segars, A. H. (2001). Knowledge management: An organizational capabilities perspective. Journal of Management Information Systems, 18(1), 185–214. doi:10.1207/s15327809jls1301_3 [DOI:10.1207/s15327809jls1301_3]
17. Graesser, A., & Clark, L. (1985). Structures and procedures of implicit knowledge. Norwood, NJ: Ablex. [PMID]
18. Hakverdi-Can, M., & Sonmez, D. (2012). Learning how to design a technology supported inquiry-based learning environment. Science Education International, 23(4), 338–352. http://citeseerx.ist.psu.edu/viewdoc/download?doi=
19. Hulstijn, J. H. (2005). Theoretical and empirical issues in the study of implicit and explicit second-language learning. Studies in Second Language Acquisition, 27(2), 129–140. doi: 10.1017/S0272263105050082
20. Kim, M. C., Hannafin, M. J., & Bryan, L. A. (2007). Technology-enhanced inquiry tools in science education: An emerging pedagogical framework for classroom practice. Science Education, 91(6), 1010–1030. doi:10.1002/ sce.20219 [DOI:10.1002/sce.20219]
21. Kim, S. U., & Todd, R. (2008). The information search process of English Language Learner (ELL) students in a Guided Inquiry Project: an in-depth case study of two Korean high school students in the United States. In Proceedings of the 37th Annual Conference of the International Association of School Librarianship (IASL), University of California at Berkeley, California, Aug 3-7, 2008. http://www.kzneducation.gov.za/Portals/0/ELITS%20website%20Homepage/IASL%202008/programbookandtoc.pdf
22. Kim, S. U. (2015a). Exploring the knowledge development process of English language learners at a high school: How do English language proficiency and the nature of research task influence student learning? Journal of the Association for Information Science and Technology, 66(1), 128–143. doi: 10.1002/asi.23164 [DOI:10.1002/asi.23164]
23. Kim, S. U. (2015b). Investigating how English language learners feel during their research project with the framework of Kuhlthau's ISP. School Libraries Worldwide, 21(2), 85–102. DOI: 10.14265.21.2.007
24. Kuhlthau, C. C. (1997). Learning in digital libraries: An information search process approach. Library Trends, 45(4), 708–724. https://www.ideals.illinois.edu/bitstream/handle/2142/8113/librarytrendsv45i4k_opt.pdf?se
25. Kuhlthau, C. C. (2010). Guided inquiry: School libraries in the 21st century. School Libraries Worldwide, 16(1), 1–12.http://wp.comminfo.rutgers.edu/ckuhlthau2/wp-content/uploads/sites/185/2016/02/GI-School-Librarians-in-the-21-Century.pdf
26. Kuhlthau, C., Maniotes, L., & Caspari, A. (2007). Guided inquiry: Learning in the 21st century. Westport, CT: Libraries Unlimited.
27. Lee, L. (2010). Exploring Wiki-mediated collaborative writing: A case study in an elementary Spanish course. CALICO Journal, 27(2), 260–276. doi: 10.11139/cj.27.2.260-276 [DOI:10.11139/cj.27.2.260-276]
28. Lim, B., Plucker, J., & Bichelmeyer, B. (2003). Attitudinal effects of learning by web design with graduate students. College Teaching, 51(1), 13–19. http://www.tandfonline.com/doi/abs/10.1080/87567550309596404 [DOI:10.1080/87567550309596404]
29. Lim, B. R. (2004). Challenges and issues in designing inquiry on the Web. British Journal of Educational Technology, 35(5), 627–643. https://pdfs.semanticscholar.org/520a/779d9ae22e87b82162edcc60e70f260c0cb9.pdf [DOI:10.1111/j.0007-1013.2004.00419.x]
30. Linn, M. C., & Hsi, S. (2000). Computers, teachers, peers: Science learning partners. Mahwah, NJ: Lawrence Erlbaum Associates.
31. Looi, C. (1998). Interactive learning environments for promoting inquiry learning. Journal of Education Technology Systems, 27(1), 3–22. http://journals.sagepub.com/doi/abs/10.2190/L4Q4-8QMM-QPJ3-B5LJ [DOI:10.2190/L4Q4-8QMM-QPJ3-B5LJ]
32. Lund, A. (2008). Wikis: A collective approach to language production. ReCALL, 20(01), 35–54. doi: [DOI:10.1017/S0958344008000414]
33. Martinez, G. (2003). Classroom based dialect awareness in heritage language instruction: A critical applied linguistic approach. Heritage Language Journal, 1(1), 1–14. http://www.international.ucla.edu/asia/article/3621
34. Parker, K. R., & Chao, J. T. (2007). Wiki as a teaching tool. Interdisciplinary journal of knowledge and learning objects, 3(1), 57-72. http://wikieducator.org/images/5/58/Wikiasateachingtool.pdf https://doi.org/10.28945/386 [DOI:10.28945/3131]
35. Peirce, W. (2003). Strategies for teaching thinking and promoting intellectual development in online classes. Electronic learning communities: Current issues and best practices, 301-347. http://academic.pgcc.edu/instruction/if/if_19_03/b-peirce-3-04.pdf
36. Price, B. (2001). Enquiry-based learning: An introductory guide. Nursing Standard, 15(5), 45–52. [DOI:10.7748/ns2001.]
37. Schwarzer, D., & Luke, C. (2001). Inquiry cycles in a whole language foreign language class: Some theoretical and practical insights. Texas Papers in Foreign Language Education, 6(1), 83–99. https://eric.ed.gov/?id=ED464499
38. Shih, J. L., Chuang, C. W., & Hwang, G. J. (2010). An inquiry-based mobile learning approach to enhancing social science learning effectiveness. Educational Technology & Society, 13(4), 50–62. http://www.ifets.info/journals/13_4/6.pdf
39. Slotta, J. D. (2002). Designing the web-based inquiry science environment (WISE). Educational Technology, 42(6), 15–20. https://eric.ed.gov/?id=EJ664949
40. Stoddart, T., Pinal, A., Latzke, M., & Canaday, D. (2002). Integrating inquiry science and language development for English language learners. Journal of Research in Science Teaching, 39(8), 664–687. doi: 10.1002/tea.10040 [DOI:10.1002/tea.10040]
41. Todd, R. J. (2006). From information to knowledge: charting and measuring changes in students' knowledge of a curriculum topic. Information Research, 11(4), paper 264. http://InformationR.net/ir/11-4/paper264.html
42. Tood, R. J., Kuhlthau, C. C., & Heinstrom, J. E. (2005). School library impact measure (SLIM): A toolkit and handbook for tracking and assessing student learning outcomes of guided inquiry through the school library. Center for International Scholarship in School Libraries, Rutgers University. http://cissl.scils.rutgers.edu/guidedinquiry/docs/SLIM toolkit.pdf
43. White, B. Y., & Frederickson, J. (1998). Inquiry, modeling, and metacognition: Making science accessible to students. Cognition and Instruction, 16(1), 3–118. http://dx.doi.org/10.1207/s1532690xci1601_2 [DOI:10.1207/s1532690xci1601_2]