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Using Wikis: Motivation and Anxiety Issues met by Third-Level Students. Presented by Florence Le Baron-Earle University of Limerick. Antwerp CALL 18-20 August 2010. My PhD research. “Introducing Blended Learning to Enhance Cultural Competence”. Overview. Theoretical Frameworks
Florence Le Baron-Earle
University of Limerick
Antwerp CALL 18-20 August 2010
“Introducing Blended Learning
to Enhance Cultural Competence”
(Garrison et al, 2004;
Sloffer et al, 99)
“The wisdom of the masses”
Wheeler et al: 2008)
Motivation (Heafner and Friedman: 2008)
+ Acquire knowledge
+ Share personal knowledge (power)
- Reluctant to contribute their own knowledge: fear of embarrassing themselves (mistakes, losing power)
Gardner and Lambert (1972) divide motivation into 2 categories:
characterised by the learner\'s positive attitudes towards the target language group and the desire to integrate into the target language community.
characterised by the desire to obtain something practical or concrete from the study of a second language (Hudson: 2000)
- Define (French) culture in 400 words – draw on class discussions carried out during the semester and personal knowledge.
As a comparison: 59.5% of students in class every week.
Easy to use
“Easy to access and adding information was effortless”
New and fun
“The Wiki was a very enjoyable experience”
“It’s different from other types of examinations, its [sic] refreshing”
“Interesting and kind of fun to use”
Interactive and exciting
“We were as in a “competition” with the other group made this exercise even more interesting and challenging”
“Interactive and interesting way to learn about French culture”
“It was an opportunity to work together as a team”
“Allowed for accessible learning”
“Students can update and use the Wiki in their own time, outside of class”
What motivated you the most?
#1 The amount of marks appointed
#2 Practice French
#3 Feedback from tutor
#4 Easiness of use
#5 The originality / novelty
= discussion / collaboration;
Not so easy to use
“quite difficult to use at the beginning because […] I am not so good at using computer programmes”
“hard to understand how the system worked […] very frustrating”
“adding pictures was difficult”
Quality of content & data loss
“Did not like the idea of correcting or changing other people’s work”
“Having the possibility to edit other people’s work could have a negative effect in that some things might have been changed for the worse, not the better”
“someone can delete your work”
“It was possible for some people to put on more effort than others”
“One must bear in mind, that even though new students are a computer-literate generation, they are not more prepared to make the most of ICT for language learning” (Donaldson and Haggstrom, 2006, p.viii)
- Not all digital natives
- Will the novelty effect wear off?