Reflection and Deep Thinking for the Teaching of English
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The study examines the performance of an English Language Teaching (ELT) class at the undergraduate level where Wiki (a Web 2.0 tool) has been included as an extension and support to the regular face-to-face classroom. Language teaching practices in Bangladesh are generally non-interactive and attached to the attributes of behaviorist learning theory. Language research in English-as-a-second-language has shown such learning to be insufficient and ineffective in producing competent language users. The research compares interactions, participation, and levels of reflection in face-to-face classe...
The study examines the performance of an English Language Teaching (ELT) class at the undergraduate level where Wiki (a Web 2.0 tool) has been included as an extension and support to the regular face-to-face classroom. Language teaching practices in Bangladesh are generally non-interactive and attached to the attributes of behaviorist learning theory. Language research in English-as-a-second-language has shown such learning to be insufficient and ineffective in producing competent language users. The research compares interactions, participation, and levels of reflection in face-to-face classes with that of Wiki exercises. It also investigates whether the pedagogical shift from teacher-centric learning to a self-directed environment enhances learner involvement, autonomy and creativity. To be specific, the study attempts to probe whether Wiki participation assists learners in reflection and produce need-based authentic learning materials.
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