The use of Online Collaborative Tools to improve English Language

Abstract

This research objective was to analyze the use of online collaborative tools in the English language improvement of university students. Besides, it was developed by considering 36 participants who belonged to the first semester of the Pedagogy of National and Foreign Languages Major at the Technical University of Ambato. The methodology used in the study was the quantitative approach, with a quasi-experimental design since there were two groups to develop the study; 16 participants made up the control group and 20 students in the experimental group. Furthermore, a combined instrument was applied through a pre-test and a post-test of English language skills based on the Cambridge English Test of Key A2 (KET) to analyze the effectiveness of the use in improving the English language. Moreover, a validated survey to determine the knowledge of students and teachers in the use of online collaborative tools. Besides, the pre-test was applied to both the control and experimental groups to determine the level of English language use in the four basic skills (writing, reading, listening, and speaking), which was assessed by taking into account each of the skills based on the adapted A2 Key Writing Assessment Scale-Cambridge Assessment English rubrics, with their appropriate categories for writing and speaking. At the same time, a survey was applied to both groups to determine the level of knowledge about the value of online collaborative tools. In addition, an intervention plan was conducted for the experimental group by implementing six activities, involving the usage of collaborative tools. Each activity was performed with a guide, for the correct use of each tool in which the students had to work collaboratively. Subsequently, a post-test was performed on both groups, for the gathering of data, the Student's T-test was applied and the results revealed that at the beginning the two groups of students had a low level of English, but after the application of the use of the online collaborative tools, they showed an improvement in English language skills in the experimental group. In addition, the participants showed a positive and motivated attitude in using online collaborative tools. Therefore, it is recommendable that teachers apply the online collaborative tools in future classes to improve the English language, as these tools motivate creative and cooperative language acquisition.