School of Journalism and Mass Communications Faculty of Economic and Political Sciences The use of technology and Web 2.0 tools in English Language teaching and learning BY Sofia Palli A thesis submitted in partial fulfillment of the requirements for the degree of MASTER OF DIGITAL MEDIA, COMMUNICATION AND JOURNALISM Pathway: Digital Media, Culture & Communication Supervisor: Asst. Professor Marina Tzoannopoulou January 2020 i CONTENTS ABSTRACT……………………………………………………………………………………………v AKNOWLEDGMENTS……………………………………………………………………………….v INTRODUCTION……………………………………………………………………………………...1 CHAPTER ONE: LITERATURE REVIEW………………………………………………………….4 1.1. Socio-constructivism Theory……………………………………………………………………4 1.2. Socio-cultural Theory……………………………………………………………………………5 1.3. Behaviorism Theory……………………………………………………………………………..5 1.4. TPACK Model…………………………………………………………………………………….6 1.5. CALL (Computer-Assisted Language Learning)……………………………………………..7 1.6. NBLT and NBLL………………………………………………………………………………….8 1.7. Technology and English language teaching/learning……………………………………….10 1.8. Information Technology (IT)……………………………………………………………………11 1.8.1. Definition……………………………………………………………………………………….11 1.8.2. Implementation of IT in education…………………………………………………………..11 1.8.3. Implementation of IT in the EFL classroom………………………………………………..12 1.9. Using multimedia technology in the EFL process: Advantages and Disadvantages……12 1.10. Web 2.0…………………………………………………………………………………………15 1.10.1. Definition and characteristics………………………………………………………………15 1.10.2. Web 2.0 tools………………………………………………………………………………...15 1.10.3. Benefits of using Web 2.0 in education…………………………………………………...16 1.10.4. Drawbacks of using Web 2.0 in education………………………………………………..17 ii 1.10.5. Web 2.0 in the Greek educational context………………………………………………..18 1.10.6. The role of the teacher in this context……………………………………………………..19 1.11. The 3 models of language learning through digital technology…………………………...19 1.11.1. The hybrid learning model…………………………………………………………………..20 1.11.2. The distance education model (DEL)……………………………………………………...20 1.11.3. The e-learning model………………………………………………………………………...21 1.12. Digital Literacy…………………………………………………………………………………..22 1.13. Teachers’ attitudes towards the use of technology in language education………………24 1.14. Students’ attitudes towards the use of technology in language education……………….25 CHAPTER TWO: METHODOLOGY…………………………………………………………………26 2.1. Purpose/Objectives and research questions of the present study………………………….26 2.2. Research Design………………………………………………………………………………....27 2.3. Participants………………………………………………………………………………………..27 2.4. Quantitative instrument: the questionnaire…………………………………………………….28 2.4.1. Questionnaire design…………………………………………………………………………..28 2.4.2. Pilot testing of the questionnaire……………………………………………………………...29 2.4.3. 1st phase of data collection: questionnaire…………………………………………………..30 2.4.4. Data Analysis of questionnaire (SPSS)……………………………………………………...30 2.5. Qualitative instrument: the interview……………………………………………………………31 2.5.1. Design of interview ……………………………………………………………………………..31 2.5.2. Pilot testing of the interview questions……………………………………………………….32 2.5.3. 2nd phase of data collection: interviews………………………………………………………32 iii 2.5.4. Method of interview analysis (thematic analysis)…………………………………………..33 CHAPTER THREE: ANALYSIS OF FINDINGS……………………………………………………35 3.1. Quantitative results analysis…………………………………………………………………….35 3.2. Qualitative results analysis………………………………………………………………………54 3.2.1. The interviewees’ profiles……………………………………………………………………...55 3.2.2. Attitudes towards the use of technology in EFL…………………………………………….55 3.2.3. Attitudes towards technology integration training…………………………………………..59 3.2.4. Opinions about the Web 2.0 tools and services…………………………………………….60 3.2.5.Thoughts on technology and social media in the English educational context…………..63 CHAPTER FOUR: CONCLUDING REMARKS…………………………………………………......66 4.1. Discussion of the findings of the present research…………………………………………….66 4.2. Limitations of the present study…………………………………………………………………..67 4.3. Implications of the study and recommendations for further research………………………..68 BIBLIOGRAPHY………………………………………………………………………………………...70 APPENDIX A…………………………………………………………………………………………….79 APPENDIX B…………………………………………………………………………………………….85 iv ABSTRACT The rapid advancement of digital technologies, multimedia and social networks in the past few years, has dramatically changed our lives. Several researchers (Hwang, Kressler & Francesco, 2004) believe that this digital evolution has had a significantly positive impact on education as well, as it enables students to improve their communication and language skills. The present study examines the importance and the effectiveness of utilizing technology as a means of teaching English as a foreign language (EFL) and it, specifically, focuses on the discussion of the different approaches and techniques which can assist English language students to improve their language skills by using technology. Among these techniques are the Web 2.0 tools, which play a vital role in the EFL teaching and learning process when incorporated in the classroom (Golonka et al., 2014). The experimental part of the study, which incorporates both quantitative and qualitative instruments, attempts to identify the attitudes of two groups of Greek secondary school students towards the use of digital technologies in the EFL classroom as well as their teachers’ stance towards these teaching tools. The findings point to a positive stance of both teachers and students regarding the use of technology in the English classroom. Keywords: technology, EFL, Web 2.0 tools, education v ACKNOWLEDGEMENTS I would like to express my sincere gratitude to my supervisor, Asst. Professor Marina Tzoannopoulou, whose guidance, support and encouragement has been invaluable throughout this study. I would also like to thank my thesis committee members, Dr. Fani Galatsopoulou and Dr. Clio Kenterelidou for all of their guidance through this process. The discussion, ideas, and feedback have been helpful and valuable to me. Finally, many thanks to all the participants who took part in the study and enabled this thesis to become possible. vi INTRODUCTION The use of technology has been rising dramatically and expanding globally over the past few years and it has changed our lives completely. This alteration has influenced the field of education, especially the process of learning in many different ways in order to achieve long- lasting knowledge. In today’s world, young people are considered to be digital natives, since technology has become a second nature for them (Godwin-Jones, 2005). Technology now occupies a huge part in the study processes in class, taking into consideration that interactive technologies support the traditional use of audio and films. When it comes to education and especially to second/foreign language acquisition, the new technologies can offer a lot of potential to those who learn another language. As stated by Murray (2005), technology use makes learners more autonomous and motivated as well as forms a strong base for greater collaboration and interaction between teachers and students. The use of digital tools like the Internet, blogs, chats, computers, cell phones and tablets has undeniably become an integral part of the students’ everyday lives. Taking all the above into account, it is important to exploit the materials of modern technology in order to support the objectives of teaching English as a foreign language. EFL students are in need of additional language assistance. They need to exercise their listening, reading, speaking and writing language so as to improve their language skills (Ybarra & Green, 2003). For the purpose of achieving those goals, they need to utilize many tools that will assist them to acquire the English language effortlessly and efficiently. Among these various tools, we can identify the Web 2.0 tools, the social networking platforms which have dominated human life for about a decade now. Generally speaking, social networking sites have become very effective tools for communication, owing to features such as user- friendliness and easy accessibility. It has been a common practice for all age groups and professionals to make use of different social networking sites like Twitter, Facebook, Instagram, to name a few, in order to keep up with friends and the current happenings around the world. However, apart from their apparent uses in everyday life, these means may well serve pedagogical purposes, as in the case of facilitating EFL teaching and learning (Liu et al., 2015). 1 Aims and Hypotheses Since the subject of analyzing the use of technology in the teaching and learning of English is a broad one, it was considered necessary to carry out a study that would examine the use of technology in EFL in a particular context which, in our case, is the Greek secondary educational context. The main objective of this research is to investigate the Greek teachers’ and students’ attitudes towards the use of technology and its tools in the English classroom from a fresh perspective, namely in relation to the role of English as a foreign language (EFL). By employing both quantitative and qualitative means of investigation, this research aims to give answers to questions that have arisen regarding this issue. Additionally, the objectives of the current research generated three research questions that formed the guide to the study. These questions are as follows: 1. What is the use of Web 2.0 tools in the teaching of