As the amount of information available in online digital libraries increases exponentially, questions arise concerning the most productive way to use that information to advance learning. This study investigated the value of an organized educational digital library in supporting and improving EFL students' inquiry learning process. Ninety-eight participants in two groups were compared in their learning performance. One approach used traditional open access to information while the other used an online digital library to accessing information during their inquiry-based information search process. A One-Way ANCOVA and an Independent-Samples t-test were used to examine the two groups on their English reading comprehension and learning attitudes. Results indicated students who used structured search strategies with digital libraries had higher learning performance in English reading comprehension. Digital libraries can also increase the quality of learning process and enhance the students' learning with more positive attitude.
The purpose of this study was to compare the effects of wiki-based language learning activities with Face-to-face (FTF) language learning activities on the development of English grammatical competence at a Taiwanese university. A quasi-experimental pretest/posttest design was utilized. A convenience sample of 84 EFL undergraduates officially enrolled in the college voluntarily participated in the study. An ANCOVA was conducted to assess whether wiki activities can bring about significantly better outcomes regarding English grammar usage. Results indicated that the wiki group significantly outperformed the FTF group. The results also indicated that there was a significant difference in students' time devoted to English grammar activities between the treatment group and the control group in favor of the treatment group. Furthermore, there was a statistically significant relationship between the time spent on wiki sites and students' English grammar achievement gains. The time students in the treatment group spent on grammar activities increased when they used the wiki. Overall, treatment group students' devotion to the wiki activities brought about effective language learning.
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